Traditional Houses in Ethnomathematical-Thematic-Connected-Based Mathematics Learning

Abstract

<p style="text-align: justify;">Traditional houses are part of the culture of every country. <em>Indonesia</em> is a country that has a variety of traditional houses. The traditional Banyuwangi house is known as the <em>Using</em> house. This house can be explored in terms of ethnomathematics and used as part of learning mathematics. This research is focused on knowing and describing mathematics learning that integrates the ethnomathematics of <em>Using</em> house, thematic, and connected models. The research was also conducted to determine the effectiveness of the learning that has been carried out. The results showed that the use of the <em>Using</em> house in ethnomathematical-thematic-connected-based mathematics learning: (1) could be done using the trivium concept (literacy, matheracy, and technoracy); (2) can be done thematically by integrating four subjects (Indonesian, social sciences, fine arts, and mathematics); (3) can be connected by integrating two mathematical concepts (two-dimensional geometry and arithmetic); (4) through seven phases of learning; and (5) effective because 80% of students can solve problems as expected.</p>

Thematic ethno-based learning math skills in ethnomathematics-based learning

“…Ethnomathematics examines the relationship between mathematics and socio-cultural backgrounds which shows how mathematics is produced, transferred, distributed and specialized in various cultural systems (Anderson-pence, 2015;Ergene et al, 2020;Gerdes, 1994). Many researchers confirm that cultural content can be implemented as mathematics learning content (Busrah & Pathuddin, 2021;Chahine, 2020;Fauzi et al, 2020;Gök, 2020;Hariastuti & Budiarto, 2020;Johnson et al, 2022;Hariastuti et al al., 2022 ;Nugraha et al, 2020 ;Nur et al, 2020;Nursyahidah & Albab, 2021 ;Pathuddin et al, 2021;Payadnya et al, 2021;Prahmana & D' Ambrosio, 2020;Prahmana & Istiandaru, 2021;Sari et al, 2022;Sunzuma et al, 2021;Supriadi, 2022;Umbara et al, 2021;Richardo et al, 2023). This shows that ethnomathematics can facilitate students in learning mathematics.…”

Pengembangan Local Instructional Theory Topik Aritmetika Sosial Berbasis Rme Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis

“…Hasil literature review didasarkan dari hasil penelitian (Hariastuti et al, 2023;Sudirman et al, 2023;Wibawa et al, 2022) Pada pertemuan pertama, peserta didik diharapkan mampu menemukan konsep untung, rugi dan impas menggunakan konteks penjualan sayursayuran. Masalah kontekstual yang dimunculkan ditunjukkan pada Gambar 1.…”

The Content-Validated Geometry Lessons in Islam Observed Brain-based Learning

“…Numerous studies on teaching geometry within Islamic contexts have been chronicled in terms of secular education and Islam (Gesink, 2014;Chaiklin, 2015;Hariastuti, et al 2022) and teaching history in geometry (Clark, 2014;Fried, 2014;Reay, 2015;Randewijk et al,2022). Geometry, as a field in mathematics, was a practical space knowledge that deals with shapes, angles, dimensions and variety of things everyone sees in everyday life.…”

“…These approaches, however, have conflicting view; firstly with the presence of the secular education, secondly, the use of history in teaching mathematics. Though, there are recent studies in the use of history of mathematics somewhat gaining appeal in teaching mathematics (Hariastuti et al, 2022;Mekarina et al, 2017;Randewijk et al, 2022;Reay, 2015). In the recent study conducted by Triana et al (2023), the strategy of integrating Islamic values in mathematical learning can be done through infusion, analogy, narrative, and interpretation with an integration model between the Qur'an and math which can be briefly expressed as math from, for, as, to, and with al-Quran.…”