Ethnomathematics

Abstract

Creative thinking skill is one of the important competencies in mathematics that must be possessed by students as a provision for life in the future. But in reality, it is not easy for a teacher to explain for students in primary schools. Through linking the existing cultures around students, Madura batik, it is hoped that it can help students to more easily present abstract mathematical concepts to be more concrete and improve their creative thinking skills. The research method used to adapt the Borg and Gall Development Model includes 10 stages: problem identification, information gathering/preliminary studies, prototype design, expert validation, prototype revision, prototype testing, prototype revision, product use trial, product revision, and dissemination of products. A preliminary study was carried out to explore batik motives in Madurese batik centers. The results of the initial study were appointed as an ethnomathematic study which would be presented in the form of an electronic mathematics module and tested on primary school aged students in Madura Island. The research subjects chosen for the trial were students in grades IV, V, and VI. The results showed that the electronic mathematics module based on the ethnomatematics of Madura batik was feasible to be used to improve the creative thinking skills of primary school students.

The New Way Improve Mathematical Literacy in Elementary School: Ethnomathematics Module with Realistic Mathematics Education

“…The positive response to the teaching module is also because there is a cultural touch (ethnomathematics) in the material that is easy to find in everyday life. This is in line with the opinion (Aikenhead, 2017;Fachrur et al, 2021) that culture is very close to students so it attracts students to learn. The ethnomathematics-based teaching module developed is a new learning resource so that it attracts students to learn.…”

“…Teachers as educators have a role as facilitators, facilitating learning so that learning goes according to goals (Ideswal, Yahya, & Alkadri, 2020). The facilitator must be able to create innovative learning modules which, in their application, can make students enthusiastic about learning independently (Fachrur, Rika, & Rahayu, 2021).…”

Integration of Ethnomathematics Teaching Materials in Mathematics Learning in Elementary School

“…It also allows students to appreciate the contributions of different generations in the development of mathematics. The use of local folklore and myths in mathematics learning is another way to integrate ethnomathematics (Fachrur et al, 2021;Fauzi et al, 2022;Machaba & Dhlamini, 2021;Prahmana, 2022;Umbara et al, 2023). Students can learn how mathematical concepts have existed in these stories, illustrating how mathematics is integral to their culture and history.…”