Etnomatematika:  Eksplorasi Kebudayaan Mbojo Sebagai Sumber Belajar Matematika

Sutarto, Sutarto; Ahyansyah, Ahyansyah; Mawaddah, Sukma; Hastuti, Intan Dwi

doi:10.29100/jp2m.v7i1.2097

Cited by 12 publications

(14 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Indonesia, with various indigenous tribes and cultures, allows researchers to extract ethnomathematics from various viewpoints, such as exploring Mbojo culture as a source of learning mathematics (Sutarto, Ahyansyah, et al, 2021). In addition, introduction to flat shapes through museum contexts South Sumatra Country Balaputera Dewa (Lisnani et al, 2020),…”

Section: Discussionmentioning

confidence: 99%

Perceptions of geometry and cultural values on traditional woven fabric motifs of the Sasak people

Fauzi¹,

Hayati²,

Satriawan³

et al. 2023

jel

View full text Add to dashboard Cite

This cultural diversity can be utilized in exploring mathematical concepts bridged by ethnomathematics to bring mathematics closer to students' cultures. However, on the other hand, many people think that mathematics is culture-free. The uniqueness and diversity of cultures in ideas, activities, and artifacts can be studied and used as learning resources, especially in mathematics. Therefore, this study seeks to explore the geometrical perceptions and cultural values contained in the traditional woven fabric motifs of the Sasak people. This research is qualitative research with an ethnographic method. Research data were collected through observation, literature study, and interviews with cultural practitioners, traditional leaders, woven fabric craftsmen, and cultural. The results of this study indicate that the traditional woven fabrics of the Sasak people have recognized and used mathematical concepts, especially lines, angles, flat shapes, and geometric transformations, in the design of traditional woven fabric motifs of the Sasak people. In addition, there is a philosophical meaning contained in each motif or pattern. The meaning is in the form of cultural values such as moral, historical, and philosophical values, which are used as messages to their children and grandchildren.

show abstract

Section: Discussionmentioning

confidence: 99%

Perceptions of geometry and cultural values on traditional woven fabric motifs of the Sasak people

Fauzi¹,

Hayati²,

Satriawan³

et al. 2023

jel

View full text Add to dashboard Cite

show abstract

“…Pembelajaran berbasis budaya memberikan peranan yang sangat penting dalam merubah mindset siswa terhadap pembelajaran matematika yang hanya monoton belajar didalam kelas saja, akan tetapi matematika adalah ilmu universal yang menjadi bagian dari aktivitas kehidupan manusia. Sembiring dan Young (Sutarto, dkk, 2021), menyatakan bahwa matematika bersifat universal yang tidak dapat dipisahkan dengan kehidupan sehari-hari. Menurut Rachmawati (2012), aktivitas matematika adalah proses pengabstraksian berdasarkan pengalaman nyata dalam kehidupan sehari-hari ke dalam konsep matematika matematika atau sebaliknya, aktivitas tersebut meliputi: aktivitas berhitung, membuat dan menjelaskan pola, menentukan lokasi, mengelompokkan, mengukur, merancang bangunan dan sebagainya.…”

Section: Pendahuluanunclassified

Etnomatematika: Eksplorasi Uma Lengge Untuk Pembelajaran Matematika Di Sekolah

2021

View full text Add to dashboard Cite

This research was conducted to explore the elements of mathematics (ethnomathematics) contained in the Uma Lengge building that is located in Bima, West Nusa Teggara (NTB), Indonesia. The research used a qualitative method with an ethnographic approach. The data were obtained from literature studies, observation, and documentation. Observation and documentation were used to identify and explore the elements of mathematics (ethnomathematics) contained in the Uma Lengge building, literature studies are used to find out more about the cultural values that exist in the uma lengge building as an application in learning mathematics. The results show elements of mathematics (ethnomathematics) in the uma lengge contain plane figure namely the concept of square, rectangle and triangle, concept of parallel and perpendicular lines, concept of geometry namely triangular prism and concept of similarity in triangle. The implication of this research is that the cultural elements contained in the uma lengge building can be used in mathematics learning applications in schools. Keywords: ethnomathematics, uma lengge, math learning

show abstract

“…Cultural activities conducted in society do not apply the role of ethnomathematics from a philosophical point of view that has been passed down from generation to generation (Sutarto et al, 2021). It results in students having difficulties understanding mathematics lessons which should be explored through cultural activities in their life experiences (Fendrikfendrik et al, 2020).…”

mentioning

confidence: 99%

Javanese ethnomathematics: Exploration of the Tedhak Siten tradition for class learning practices

2022

View full text Add to dashboard Cite

Tedhak Siten is a Javanese traditional ceremony that marks the 8th month of the baby’s age, marked by the baby's readiness to set foot on the ground. This tradition has a philosophical meaning with Javanese cultural values related to the concepts of calculating the ceremony time and the geometric shape of the ceremonial equipment used. The purpose of this study was to explore the cultural activities of the Javanese community by outlining the mathematical concepts contained in the implementation of the Tedhak Siten ceremony. This research was a qualitatively descriptive study through an ethnographic approach. Ethnomathematical data were collected from two experts those were the head of a traditional Javanese culture studio and a cultural actor active as a leader of Javanese traditional ceremonies. The ethnomathematics found in the study were counting the date or time for the implementation of the Tedhak Siten tradition and the elaboration of geometric concepts in the form of ceremonial equipment used to perform traditional customary procedures. This research had an impact as a mathematics learning material that originated from the wisdom of the local Javanese community by applying the concepts of time units, least common multiples, modulo 5, modulo 7, circles, triangles, rectangles, cylindrical volumes and spherical volumes.

show abstract

Etnomatematika: Eksplorasi Kebudayaan Mbojo Sebagai Sumber Belajar Matematika

Cited by 12 publications

References 8 publications

Perceptions of geometry and cultural values on traditional woven fabric motifs of the Sasak people

Perceptions of geometry and cultural values on traditional woven fabric motifs of the Sasak people

Etnomatematika: Eksplorasi Uma Lengge Untuk Pembelajaran Matematika Di Sekolah

Javanese ethnomathematics: Exploration of the Tedhak Siten tradition for class learning practices

Contact Info

Product

Resources

About