ETNOMATEMATIKA BUDAYA JAWA : INOVASI PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR

Main Article Content

Hendra Erik Rudyanto

Abstract

Innovation in learning mathematics needs to be done so that the learning objectives of mathematics can be achieved effectively. One of the innovations that can be done is to utilize Javanese cultural products in learning mathematics. Besides being able to learn mathematics well, students can also get to know their culture which is slowly being forgotten. This study aims to describe the results of ethnomatatics exploration of Javanese culture that can be utilized in mathematics learning. The type of research used is exploration with an ethnographic approach. The results of the study show that there are many Javanese cultural products that have the potential for learning mathematics such as cultural products in the form of artifacts, traditional foods, traditional games, batik, and so on. If the Javanese cultural product can be utilized in mathematics learning well, it will create meaningful learning for students.

Article Details

How to Cite
Rudyanto, H. (2019). ETNOMATEMATIKA BUDAYA JAWA : INOVASI PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR. Jurnal Bidang Pendidikan Dasar, 3(2), 25 - 32. https://doi.org/10.21067/jbpd.v3i2.3348
Section
Articles

References

Abdullah, A.S. (2017). Ethnomathematics In Perspective Of Sundanese Culture. Journal on Mathematics Education, 8 (1), 1-16.
Albanese, V., & Perales, F.J. (2015). Enculturation with ethnomathematical micro projects: from culture to mathematics. Journal of Mathematics & Culture, 9(1), 1 -11.
Arisetyawan, A., Suryadi, D., & Rahmat, C. (2014). Study of Ethnomathematics : A lesson from the Baduy Culture. International Journal of Education and Research, 2 (10), 681- 688.
D'Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44-48.
Ethnomathematics and Mathematical Modeling. Journal of Urban Mathematics Education, 6 (2), 62–80.
Ezeife, A.N. (2002). Mathematics and Culture Nexus: The Interactions of Culture and Mathematics in an Aboriginal Classroom. International Education Journal Vol 3, No 3.
Gulo, W. (2000). Research Methodology. Jakarta: Grasindo.
Hassenney, M.N., Higley, K., and Chesnut, S.R. (2012). “Persuasive Pedagogy: A New Paradigm for Mathematics Education’. Educ Psychol Rev, 24 (2), 187–204.
Marchis, I. (2011). “Factors that influence secondary school students’ attitude to mathematics,” in the proceedings of International Conference on Education and Educational Psychology (ICEEPSY 2011), elsevier, 786 – 793.
Muhtadi, D., Sukirwan, Warsito, & Prahmana, R.C.I. (2017). Sundanese Ethnomathematics: Mathematical Activities In Estimating, Measuring, And Making Patterns. Journal on Mathematics Education, 8 (2), 185-198.
Nurhasanah, F., Kusumah, Y.S., & Sabandar, J. (2017). Concept of triangle: Examples of mathematical abstraction in two different contexts. International Journal on Emerging Mathematics Education, 1(1), 53-70
Prahmana, R.C.I, Zulkardi, & Hartono, Y. (2012). Learning multiplication using Indonesian traditional game in third grade. Journal on Mathematics Education, 3(2), 115-132.
Rosa, M., & Orey, D.C. (2013). Ethnomodeling as a Research Theoretical Framework on
Sembiring, R.K. (2010). Pendidikan Matematika Realistik Indonesia (PMRI): Perkembangan dan tantangannya. Journal on Mathematics Education, 1(1), 11-16.
Septianawati, T., Turmudi, & Puspita, E. (2017). Ethnomathematics study: uncovering units of length, area, and volume in Kampung Naga Society. IOP Conf. Series: Journal of Physics: Conf.Series 812(2017) 012021 doi:10.1088/1742-6596/812/1/012021
Shanty, N.O. (2016). Investigating Students’ Development of Learn ing Integer Concept and Integer Addition. Journal on Mathematics Education, 7(2), 57-72.
Spradley, J. P. (2006). Methods Etnografi. Yogyakarta: Tiara Discourse.
Young, J.R. (2017). Technology integration in mathematics education: Examining the quality of metaanalytic research. International Journal on Emerging Mathematics Education, 1(1), 71-86.