Mathematical learning by utilizing loce, manggaraian traditional mats

Hanim, Milda; Makur, Alberta Parinters; Raga, Polikarpus; Pantaleon, Kristianus Viktor

doi:10.1088/1742-6596/1315/1/012035

Cited by 4 publications

(3 citation statements)

References 5 publications

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“…There are several previous studies related to Mbaru Niang which show that there are fundamental mathematical activities found in the Mbaru Niang Traditional House, including counting, measuring, locating, designing, and explaining activities (Hanim et al, 2019;Wara et al, 2022). The research conducted is somewhat different because previous researchers focused more on fundamental mathematical activities while our research focused more on identifying cultural values contained in the Mbaru Niang to be implemented in learning.…”

Section: Mbaru Niangmentioning

confidence: 99%

“…The research conducted is somewhat different because previous researchers focused more on fundamental mathematical activities while our research focused more on identifying cultural values contained in the Mbaru Niang to be implemented in learning. In addition, the results of research by Sukmadinanta & Alexon (2012) concluded that (1) students' appreciation of local culture increases if learning focuses on themes developed based on students' early cultural experiences; and (2) learning outcomes improve if teaching integrates culture Hanim, et al, 2019, show that the STAD cooperative learning model based on Minangkabau culture was proven to be able to improve student economic learning achievement. The results of these researchers illustrate the importance of culture-based learning in schools where children can learn from real experiences that are around them through certain cultures in the environment where they live.…”

Section: Mbaru Niangmentioning

confidence: 99%

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Implementation of Cultural Values of Traditional Houses in Learning

Taneo,

Madu

2023

JICC

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This study aims to the identification of cultural values contained in the Mbaru Niang traditional house as a guide in the life of the Wae Rebo community, which can be applied to learning. The methods of this research are qualitative, using an ethnographic approach, which can be applied in learning so that an in-depth description and analysis of cultural values is obtained. Data collection by interview guidelines, observation, and documentation of two research subjects who are direct descendants of the owner of Mbaru Niang with the ethnographic procedures. The Data analysis uses ethnographic techniques as an attempt to thoroughly characterize the characteristics of cultural values that influence people's social behavior and adopt to learning. The findings of this study indicate that there are cultural values can be applied in learning to support the strengthening of the Pancasila student profile as launched by the government. The results of the study can be understood that in the culture of Mbaru Niang, are cultural values that can be transferred into learning, namely cultural values, including religious, mutual cooperation, nationalist, independence, and integrity.

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Section: Mbaru Niangmentioning

confidence: 99%

Section: Mbaru Niangmentioning

confidence: 99%

Implementation of Cultural Values of Traditional Houses in Learning

Taneo,

Madu

2023

JICC

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“…Ethno mathematics in Indonesia is actually not a new science, but has been known since mathematics was introduced. It's just that this discipline was realized after some scientists introduced the name ethno mathematics as part of the science of mathematics (Hanim et al, 2019). Therefore, there are now many developments in ethno mathematics, especially in learning applications in schools.…”

Section: Introductionmentioning

confidence: 99%

Ethnomathematics in Caci Dance of Manggarai Community and Its Integration in Mathematics Learning

Dominikus,

Madu,

Blegur

et al. 2024

J. of Law and Sust. Develop.

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Purpose: The purpose of this research is to describe the history and philosophy of the Caci Dance and describe the ethnomathematics contained in the Caci dance and develop learning tools for some of the mathematical concepts found. Theoretical reference: Ethnomathematics explores the relationship between mathematics and the diversity of human cultures, exploring the ways in which different groups of people use, understand and develop mathematical concepts in the context of their daily lives (Orey, 2011). It is important to understand that mathematics is not only an objective universal entity, but can also be influenced by the cultural context in which it develops (Bishop, 1988). Ethnomathematics seeks to overcome the traditional view of mathematics, which is often understood as a science that is neutral and separate from everyday life (François, 2010). One of the main aspects of ethnomathematics is the exploration of how different cultural groups develop systems of counting, number representation and mathematical problem solving in the context of their everyday lives (Rosa & Shirley, 2016). By understanding how to think about mathematics in a cultural context, ethnomathematics can provide deeper insights into the wealth of mathematical knowledge held by different communities (Stathopoulou et al., 2015). Teachers can use examples from students' culture to explain mathematical concepts, thus making learning more meaningful and relevant. This not only improves students' understanding of math but also helps them see the value and relevance of math in their daily lives (Polman et al., 2021). As technology and globalization evolve, ethnomathematics can also help in addressing the challenge of mathematical diversification (Orey, 2021). Many communities in the world have traditional mathematical systems that are rich in local knowledge and wisdom (Abas et al., 2022). Ethnomathematics provides a platform to document, value and preserve this knowledge from extinction. This approach is inspired by the belief that mathematics is not only universal, but can also be understood and taught through the lens of different cultures (Brandt & Chernoff, 2014). By incorporating cultural elements into mathematics learning, students can more easily relate mathematical concepts to their daily life experiences, thus making learning more meaningful and relevant (Acharya et al., 2021). Method:This research is a qualitative study using an ethnographic approach with four research subjects. The research instruments were interviews, observations and documentation and the data were analyzed by ethnography model. Results and Conclusion: The results of this study show that there are ethno mathematical activities in Caci Dance which include counting, localizing, designing, playing, and explaining activities. These activities are in accordance with mathematical concepts, namely addition, multiplication, number patterns, arithmetic sequence, geometry, mathematical logic, relations and functions. Thus, the concepts of school mathematics found in Caci Dance can be developed by designing appropriate learning tools to be applied in school learning. Implications of research: Mathematical concepts can be explained with cultural concepts found around students. The explanation of learning concepts with this cultural approach is better known as ethnomathematics. This approach emphasizes student culture-based learning related to mathematics. This can help teachers and students in understanding a certain concept that is considered difficult. In addition, students can easily understand the material because they know the problems presented by the teacher are related to their surroundings. Ethnomathematics can be applied in schools through the preparation of teaching materials. Originality/value: The novelty of this research is the formation of an ethnomathematics model of caci dance that can be integrated in mathematics learning in schools so that it can provide input for decision makers, in this case teachers and government or education observers to be more pro-active in implementing learning that is in accordance with the culture around students.

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The role of ethnomathematics in mathematics education: A literature review

Kabuye Batiibwe

2024

Asian Journal for Mathematics Education

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The value of ethnomathematics in the process of teaching and learning mathematics is acknowledged on a global scale. In light of this, the majority of nations have argued in favor of its inclusion in the mathematics curriculum. Whereas mathematics teachers in affluent nations receive guidance and support, most mathematics teachers in developing nations are left to their own devices. This review aimed to identify local cultural relics that relate to mathematical principles taught in schools so that mathematics teachers in developing nations might use them as a reference. This review included 61 articles from Scopus, JSTOR, EBSCOhost, and ProQuest. Upon analysis, the articles revealed that cultural games, weaving, cultural dances, symbolic calculations, buildings, meals, and number systems are among the ethnomathematics activities in which school mathematics concepts are embedded. Nonetheless, cultural games and weaving are mentioned in literature the most frequently. Fabric or textiles are popular in weaving. These results imply that ethnomathematics can be used as a pedagogical, learning, or assessment method for teaching and learning mathematics in schools. However, mathematics teachers must engage in strategic and structural planning; the ADDIE model provides direction in this regard. The results of this review give mathematics teachers in developing nations a baseline and now is the right moment for them to begin implementing the suggested methods of integrating ethnomathematics into their instructional practices.

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Mathematical learning by utilizing loce, manggaraian traditional mats

Cited by 4 publications

References 5 publications

Implementation of Cultural Values of Traditional Houses in Learning

Implementation of Cultural Values of Traditional Houses in Learning

Ethnomathematics in Caci Dance of Manggarai Community and Its Integration in Mathematics Learning

The role of ethnomathematics in mathematics education: A literature review

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