ETNOMATEMATIKA BUDAYA JAWA : INOVASI PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR
DOI:
https://doi.org/10.21067/jbpd.v3i2.3348Keywords:
etnomatematika, pembelajaran matematika, sekolah dasar, ethnomatematic, mathematics learning, elementary schoolAbstract
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 research method used is qualitative, through exploratory studies with ethnographic approaches. In connection with this study, researchers tried to dig up information
through literature,observation (observation) and possible the existence of an interview process with several figures or Javanese community members who know information about the object to be excavated. 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.
Abstrak
Inovasi dalam pembelajaran matematika perlu dilakukan supaya tujuan belajar matematika dapat
tercapai secara efektif. Salah satu inovasi yang dapat dilakukan adalah memanfaatkan produk
budaya Jawa dalam pembelajaran matematika. Selain dapat belajar matematika dengan baik, siswa
juga dapat mengenal budayanya yang lambat laun mulai terlupakan. Penelitian ini bertujuan
mendeskripsikan hasil eksplorasi etnomatematika budaya Jawa yang dapat dimanfaatkan dalam
pembelajaran matematika. Metode penelitian yang digunakan yaitu kualitatif, melalui studi
eksplorasi dengan pendekatan etnografi. Sehubungan dengan penelitian ini, peneliti berusaha
menggali informasi melalui kepustakaan, pengamatan (observasi) serta dimungkinkan adanya
proses wawancara dengan beberapa tokoh atau warga masyarakat Jawa yang mengetahui
informasi mengenai objek yang akan digaliHasil penelitian menunjukkan bahwa banyak sekali
produk-produk budaya Jawa yang berpotensi untuk pembelajaran matematika misalnya produk
budaya yang berupa artefak, makanan tradisional, permainan tradisional, batik, dan lain
sebagainya. Jika produk budaya Jawa tersebut dapat dimanfaatkan dalam pembelajaran
matematika dengan baik, maka akan menciptakan pembelajaran yang bermakna bagi siswa.
Downloads
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.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 2.0 Generic License.
Jurnal Bidang Pendidikan Dasar allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Jurnal Bidang Pendidikan Dasar