Eksplorasi Etnomatematika Pada Batik Gajah Mada Motif Sekar Jagad Tulungagung

Afifah, Dian Septi Nur; Putri, Ika Mariana; Listiawan, Tomi

doi:10.30598/barekengvol14iss1pp101-112

Cited by 13 publications

(12 citation statements)

References 7 publications

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“…Salah satunya yaitu berdasarkan penelitian dinyatakan bahwa terdapat konsep-konsep matematika pada motif batik madura (Zayyadi, 2018). Kemudian, hasil penelitian lain juga dinyatakan bahwa pada Batik Gajah Mada motif Sekar Jagad Tulungagung terdapat konsep matematika khususnya konsep geometri (Afifah et al, 2020). Namun, dari banyaknya penelitian, sejauh ini belum pernah ada yang menjadikan batik DKI Jakarta sebagai bagian dari pembelajaran matematika di sekolah.…”

Section: Pendahuluanunclassified

Eksplorasi Etnomatematika pada Batik Jakarta dan Kaitannya dengan Pembelajaran Matematika

Oktavianti¹,

Hakim

Hamid

et al. 2022

jkpm

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In line with culture-based learning as an alternative solution to the suboptimal in developing mathematical concepts skills, the purpose of this study was to determine the ethnomathematical exploration of batik in Jakarta which is associated with learning mathematics. This research was conducted at the Betawi Cultural Village, and at the Gandaria Gallery Workshop. Thetype of research used in this research is descriptive qualitative research with an ethnographic approach. Data collection methods used are observation, interviews, and documentation. The results of this study are presented in a qualitative form to describe the contribution of aspects of mathematics, history, and philosophy in the making of Batik Jakarta. Images of batik motifs depict flat shapes such as squares, circles, triangles, rhombuses, parallelograms, trapezoids, semicircles, ellipses, regular pentagons, blocks, and tubes which are mathematical aspects of geometry material. The process of making Batik Jakarta also includes transformation geometries such as symmetry, reflection, dilation, and rotation. The results of this study relate to the process of learning mathematics in schools and it is hoped that the results of this study can be used as teaching materials at the elementary and middle school levels.Abstrak: Sejalan dengan pembelajaran matematika berbasis budaya sebagai alternatif cara dari kurang optimal dalam mengembangkan kemampuan pemahaman konsep matematika, tujuan penelitian ini adalah untuk mengetahui eksplorasi etnomatematika pada batik Jakarta yang dikaitkan dengan pembelajaran matematika. Penelitian ini dilakukan di Perkampungan Budaya Betawi dan di Workshop Galeri Gandaria. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian kualitatif deskriptif dengan metode pendekatan etnografi. Metode pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Hasil penelitian ini disajikan dalam bentuk kualitatif untuk mendeskripsikan kontribusi aspek matematika, sejarah, dan filosofi dalam pembuatan Batik Jakarta. Gambar motif batik menggambarkan sebuah bangun datar seperti persegi, lingkaran, segitiga, belah ketupat, jajar genjang, trapesium, setengah lingkaran, elips, segi lima beraturan, balok, dan tabung yang merupakan aspek-aspek matematika pada materi geometri. Proses pembuatan Batik Jakarta juga terdapat geometri transformasi seperti simetri, refleksi, dilatasi, dan rotasi. Hasil penelitian ini berkaitan dengan proses pembelajaran matematika di sekolah dan diharapkan hasil penelitian ini dapat dijadikan bahan ajar pada jenjang sekolah dasar dan sekolah menengah.

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Section: Pendahuluanunclassified

Eksplorasi Etnomatematika pada Batik Jakarta dan Kaitannya dengan Pembelajaran Matematika

Oktavianti¹,

Hakim

Hamid

et al. 2022

jkpm

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“…Salah satu cara memperkenalkan budaya kepada siswa dalam pendidikan dapat dilakukan melalui pembelajaran matematika (Afifah, Putri, & Listiawan, 2020;Maryati & Pratiwi, 2019;Novita, Widada, & Haji, 2018;Sumayani, Zaenuri, & Junaedi, 2020). Matematika merupakan salah satu mata pelajaran yang wajib ditempuh dari jenjang sekolah dasar sampai perguruan tinggi.…”

Section: Pendahuluanunclassified

Etnomatematika: Eksplorasi Kebudayaan Mbojo Sebagai Sumber Belajar Matematika

Sutarto¹,

Ahyansyah

Mawaddah

et al. 2021

JP2M (J. Pendidik. Pembelajaran Mat.)

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Penelitian ini bertujuan untuk mengeksplorasi unsur budaya suku mbojo yang terdiri atas rumah tradisional uma (rumah) lengge, tembe (sarung) nggoli, alat musik tradisional genda, uma (rumah) jompa, dan kegiatan jual beli masyarakat suku mbojo di pasar. Metode yang digunakan dalam penelitian ini adalah penelitian kualitatif eksplorasi dengan pendekatan etnografi. Pada pendekatan etnografi, peneliti perlu menggali suatu konsep atau masalah dengan menelaah suatu kejadian atau peristiwa. Penelitian kualitatif mendeskripsikan dan memahami suatu fenomena sosial yang berada di sekitar lingkungan masyarakat. Metode penelitian yang digunakan untuk memperoleh data berupa wawancara, eksplorasi, observasi, dan dokumentasi yang dilakukan oleh peneliti. Hasil penelitian menunjukkan bahwa; (1) pada tembe (sarung) nggoli terdapat konsep matematika yaitu geometri transformasi, segitiga samasisi, segiempat “belah ketupat”; (2) pada uma jompa terdapat konsep matematika yaitu bangun ruang gabungan kubus dan prisma segiempat, persegi panjang pada beberapa bagian penyusun uma jompa; (3) pada kegiatan jual beli masyarakat suku mbojo terdapat konsep matematika yaitu konsep pengukuran

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“…This is because they are used to learning independently so they rarely discuss and exchange ideas face-to-face with their friends, which impacts their interest in face-to-face learning. The results of a preliminary study conducted by the author in the 3rd week of March 2023, showed that the quiz scores achieved by students in analytical geometry lecture were still low and students' interest in the learning process was also low [2], [3]. The condition is one of impacts that students are used to receiving online learning during the COVID-19 pandemic, so that they become passive in mathematics learning activities (rarely asking questions, expressing their opinions, and answering lecturer questions) and think that mathematics has no connection to real life.…”

Section: Introductionmentioning

confidence: 99%

Combination of Ethnomathematics and the Mozart Effect to Improve Problem-Solving Skills and Mathematical Disposition

Kusuma,

Ruchjana,

Widodo

et al. 2024

BAREKENG: J. Math. & App.

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The background of this research is that student learning outcomes in analytical geometry lecture during the transition from pandemic to Covid-19 endemic are still low, which is due to a lack of student interest in learning, and they are still accustomed to online learning, thus having an impact on their low problem-solving skills and mathematical disposition. This research aims to determine to what extent the implementation of ethnomathematics and the Mozart effect can improve students' problem-solving skills and mathematical disposition in analytical geometry lecture during the transition from pandemic to endemic COVID-19, so the research is important to do. The implementation of ethnomathematics and the Mozart effect in mathematics learning is unique because it is a combination of learning approaches that have never been used before in Indonesia and other countries. The research method used was a quasi-experimental non-equivalent control group design because this research was experimental and sample determination was not carried out randomly, but using purposive sampling technique on the second-semester students of the mathematics undergraduate program, Faculty of Mathematics and Natural Sciences, Universitas Padjadjaran. The instruments used in this study were problem-solving skills test, mathematical disposition scale, and students’ attitude questionnaire toward learning with the implementation of ethnomathematics and the Mozart effect. The results showed that: (1) problem-solving skills of students who received learning by implementing ethnomathematics and the Mozart effect are better than students who achieved direct instruction; (2) mathematical disposition of students who received learning by implementing ethnomathematics and the Mozart effect is better than students who achieved direct instruction; and (3) students are interested and motivated to learn mathematics by implementing ethnomathematics and the Mozart effect. This research concludes that the implementation of ethnomathematics and the Mozart effect can improve students' problem-solving skills and mathematical disposition in analytical geometry lecture during the transition period from the pandemic to endemic COVID-19. It can be seen from good average post test scores achieved by students.

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Eksplorasi Etnomatematika Pada Batik Gajah Mada Motif Sekar Jagad Tulungagung

Cited by 13 publications

References 7 publications

Eksplorasi Etnomatematika pada Batik Jakarta dan Kaitannya dengan Pembelajaran Matematika

Eksplorasi Etnomatematika pada Batik Jakarta dan Kaitannya dengan Pembelajaran Matematika

Etnomatematika: Eksplorasi Kebudayaan Mbojo Sebagai Sumber Belajar Matematika

Combination of Ethnomathematics and the Mozart Effect to Improve Problem-Solving Skills and Mathematical Disposition

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