The purpose of this study was to determine the process and results of developing an ethnomathematics-based e-module on Jember batik motifs for high school students. The type of research used is ...Research and Development (R&D) with the research model used is the ADDIE research and development model (Analyze, Design, Development, Implementation, Evaluation). Data collection instruments in the form of validation sheets, student response questionnaire sheets and question sheets. The trial subjects in this study were limited to 6 students in class XI IPA at SMA Negeri Pakusari, while for the large scale trial, the remaining limited scale trials were from students in class XI IPA at SMA Negeri Pakusari. The data analysis techniques used are product validity analysis, practicality analysis, and effectiveness analysis. Based on the results of the analysis, it is found that the ethnomathematics-based e-module on Jember batik motifs for high school students has met three categories of product quality assessment, namely validity, effectiveness, and practicality and can be declared successful or feasible to use. Thus, the product can be useful as a learning resource and to facilitate students in learning mathematics and culture
Abstract
The Buton community has practiced mathematical culture in the form of a Buton traditional house called
banua tadha
(right house). The purpose of this study was to explore the comparative ...concepts in the ethnomathematics of the Buton traditional house. This research is qualitative research with an ethnographic approach. The results of this study indicate that every Buton traditional house contains several comparative concepts in the ethnomathematical: (1) the width of the door and the width of the stairs, (2) the walls of the house and the
tutumbu
, (3) the width of the house and
tutumbu
, (4) wall and pillar heights, (5) the height of the
bhate
and the length of the
limana bathe
, (6) the height of the front wall to the height of the side walls, (7) the width of the stair post with the size of the rungs of the stairs, and (8) wall height and house pole height, and (9) the shape of a right triangle formed by a crutch (
konta
), a pole (
ariy
), and a buffer (
tadha
). These comparisons can be used in learning mathematics to pass on the ethnomathematical local wisdom of the Buton traditional house.
Our purpose with this article is to analyze the meanings of contextualization in the area of Mathematics and its Technology of the BNCC and its normative character. In order to achieve this ...objective, we rely on a qualitative and documentary research of the final version of the BNCC and the training documents: 1) “Transversal Contemporary Themes (TCTs) in the BNCC: historical context and pedagogical assumptions”; 2) “Transversal Contemporary Themes (TCTs) in the BNCC: proposals for implementation practices”. We also emphasize that the analysis was fostered from a critical discussion based on the precepts of Ethnomathematics and Decolonial Thought. The results show that the contextualization presented in the BNCC directs learning towards a labor training, based on the development of competences, with a normative character that approaches a neoliberal conception and coloniality. We consider that the meanings about the contextualization theme favor the epistemological erasure and the distancing of a critical, emancipatory formation that respects sociocultural diversities.
The purpose of this study is to explore the ethnomathematical values contained in traditional games in West Java, namely bekles or beklen. This study uses an ethnographic research design with a ...qualitative research approach. The object of this research is the rules of the game and the object of the game itself. The research subjects were two resource persons consisting of 1 child aged 8 years and 1 teenager aged 13 years. This research is located on Jl. Raden Soleh, RT 01 RW 05 Sindangsari Village, Kec. Kadupandak, Kab. Cianjur, West Java. Data was collected by using the methods of documentation, interviews, and observations. The results of this study indicate that there are ethnomathematical values contained in traditional bekles games, namely the concept of integers from 1 to 10, the concept of modulu or remainder of division, the shape of the ball space, and probability. In addition, it can also be used as a problem in learning physics about the material of upper vertical motion and free fall motion. Based on the research results, it is known that the potential for ethnomathematics development in traditional bekles games is very large, which can be used as materials, teaching materials, or learning media such as student worksheets (LKPD).
As a country with the most ethnic, cultural, and linguistic backgrounds globally, Indonesia has great potential for the development of ethnomathematics studies. Among those ethnic groups, Sundanese ...ethnic group and culture is the second-largest after the Javanese ethnic group and culture, making it interesting to study because it has rich cultural elements that can be integrated into the mathematics curriculum in schools. This article explores the development of research on ethnomathematics based on Sundanese culture, including those which are based on the study's scope, the integration of Sundanese ethnomathematics into the school curriculum, and mathematics learning. Based on the investigation, there has been no systematic literature review on Sundanese ethnomatematics. The research was conducted using the Systematic Literature Review method with the PRISMA protocol. The results showed that there were various kinds of research on Sundanese ethnomathematics. There were various kinds of study on Sundanese ethnomathematics integration into mathematics curriculum and teaching using five model categories. The results also showed that RME, CTL and PBL were the most widely used teaching approaches for learning Sundanese ethnomathematics. However, most of Sundanese ethnomathematics teaching uses a special approach that varies, developing teaching material, teaching media and using the context of traditional games.
The success of learning mathematics affects the level of mastery of mathematical concepts that elementary school students (SD) must have, as well as prospective elementary school teachers at STKIP ...Singkawang. One of the factors that support the success of learning mathematics is a model of teaching materials in the form of systematic student worksheets (LKM) and interesting so that it is easy for students to learn individually. The purpose of researching the Development of Ethnomathematics-Based Student Worksheets in the course of Mathematics Basic Concept at STKIP Singkawang is valid, practical, and effective. The method used in this research is the development of the Borg and Gall (1979) 3D model, namely: define, design, and develop. The research subjects were 2 classes, namely the morning class (class A and class B) of the PGSD study program of STKIP Singkawang. Data analysis in this study was carried out through qualitative analysis and quantitative analysis. The quantitative analysis conducted in this study includes validity analysis, practicality analysis, effectiveness analysis. Statistical test using the t-test, Z-test, and ANOVA test. The results showed that the learning tools developed were: (1) valid, after going through the validation process, (2) practical, because there was a good response from students, and (3) the ethnomathematics -based LKM learning tools were effective because the students' ability to understand mathematical concepts reached individual and classical completeness, as well as differences in the ability to understand mathematical concepts in the two classes of device trials.
Ethnographic problem-based learning (PEBL) motivates students to apply what they already understand and encourages them to absorb new knowledge. They introduce cultural questions to help integrate ...mathematics into everyday life to connect the essence and deepen understanding of mathematics. This study used a sample of eighth grade students of MTs Unggulan Singa Putih, Pasuruan, who were students from several public and private schools, and from Madrasah Tsanawiah who developed the PEBL model to strengthen the mathematical concepts of students from different learning styles. This study uses the Plomp research and development method (a. Initial evaluation, b. Design stage, c. Realization/development stage, d. Testing, evaluation, review and e. Implementation). The data technique uses literature study, observation, tests and interviews. Data is analyzed by organizing and subtracting, displaying, summarizing and verifying. This research identifies theoretical foundations and identifies models, identifies and evaluates PBL models and validates media experts, research experts and social mathematicians. The mathematical mathematical model is more effective with the combination of the PEBL model. The PEBL model was developed to improve and optimize the concepts of mathematics learning in geometry
Understanding that mathematics is a subject that is difficult to believe because mathematical concepts are abstract and, therefore, difficult to comprehend and understand. Students' abilities and ...skills in mathematics subjects in Indonesia are relatively low. However, this can only be generalized to some Indonesian students, considering that Indonesia is a large country with many students. This research aims to describe customs, traditions, and culture holistically, then apply them to mathematics learning activities through ethnomathematics studies for indigenous students with the hope that mathematics learning will become more meaningful when studying mathematics. According to Spradley, this research method is descriptive qualitative with an ethnographic approach and a gradual progressive research flow. The result of this research is that the ethnomathematics approach has succeeded in making mathematics, which was often abstract, become real. Indigenous students who study ethnomathematics-based mathematics feel that the mathematics lesson material becomes logically meaningful; students can also absorb the material into their cognitive structure. Indigenous students who learn ethnomathematics-based mathematics can learn mathematical material by interpreting each element of mathematics culture or combining the two into ethnomathematics.
The application of ethnomathematics in teaching has many benefits. Cultural diversity can be an interactive learning resource for students. One culture that has high ethnomathematics potential is the ...Papuan Mountain culture. Although several examples of ethnomathematics have been found in Papuan culture, the design of ethnomathematics applications in learning is still very minimal. In addition, the lack of student involvement in the ethnomathematics exploration process is an important reason for the need to develop ethnomathematics-based learning based on 21st-century learning. The type of research is research development by using the nine stages of Dick and Carey’s development. The results of research and development concluded that the mountain ethnomathematics-based learning design was developed in 4 main stages, namely analysis, development design, implementation, and evaluation. Strategies that can be used in ethnomathematics-based learning in Papua Mountains to increase learner involvement and create meaningful learning are exploration, oriented to problem statements, constructing knowledge and experiences of learners based on their culture. The results of the analysis show that the ethnomathematics-based learning design of the culture of the Papua Mountains is good and feasible to implement with a validity index of 0.802 while the reliability index of rater agreement on the learning design is good, namely 0.896.
This study examines the arithmetic used by Sundanese people, especially in several regions in Sukabumi Regency, as a cultural heritage that can be used for activities in daily life using specific ...patterns. Some traditional societies in the Sunda region are still closely related to the beliefs adopted and passed down from their ancestors. This study aims to determine the mathematical material in the élmu palak count, especially in repok countinging pattern (match count of matchmaking before marriage). The method used in this study is the ethnographic method with a qualitative approach and a gradually advanced research flow. The subjects used in this study are limited to five people from different sub-districts determined using purposive sampling technique. The study found that there are a variety of counting patterns, but in general, the calculation elements consist of the name and/or day of birth. Other than that, there is relevance to high school mathematics material, one of which is the material relations and functions, residual theorem, and modulo.
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