Matematika dan Budaya: Rancangan Masalah Pola Bilangan dengan Menggunakan Tenun Ikat Amarasi Barat
Published:
2023-06-26Downloads
Abstract
Since the last six decades, linking mathematics and culture has been done. Experts believe that mathematics (whether published or not) was born and developed due to human activity. Therefore, building a mathematics learning environment in the classroom can be done by teachers based on daily activities including cultural activities, especially for students in remote areas. One of the local cultures that is the pride for the people of East Nusa Tenggara, Indonesia is woven fabrics. This is one of the cultural objects, where various philosophies of life that have existed since prehistoric times are embodied. Therefore, weaving, and woven fabrics can be used as a material for learning mathematics. Based on the results of mathematical and cultural studies on woven fabrics of the West Amarasi Society-a small village in East Nusa Tenggara, this paper discusses how to design a number pattern problem. This topic is often considered a difficult topic for local junior high schoolers because the context that is taught is barely visible in everyday life. Further how to implement the designed problem into classes is also discussed in this article
Keywords:
Culture Mathematics Ethnomatematics Number PatternReferences
Bishop, A. J. (1988). Mathematical Enculturation: A Cultural Perspective of Mathematics. Kluwer Academic Publishers.
Blegur, I. K. S., & Retnowati, E. (2018). Designs of goal free problems for learning central and inscribed angles. Journal of Physics: Conference Series, 1097(1). https://doi.org/10.1088/1742-6596/1097/1/012128
D'Ambrosio, U. (1997). Where Does Ethnomathematics Stand Nowadays. For the Learning of Mathematics, 17(2), 13–17.
D’Ambrosio, U. (1985). Ethnomathematics and Its Place in the History and Pedagogy of Mathematics. For the Learning of Mathematics, 5(February 1985), 44-48 (in 'Classics').
Dominikus, W. S. (2018). Etnomatematika Adonara. Malang: Media Nusa Creative
Dominikus, W. S., & Balamiten, R. B. (2021). The Counting System of Adonara Culture (An Ethnomathematics Study in Adonara Island. The 2nd International Conference On Language, Education & Social Sciences, 67–77. https://www.ptonline.com/articles/how-to-get-better-mfi-results
Dominikus, W. S., Udil, P. A., Nubatonis, O. E., & Blegur, I. K. S. (2023). Exploring Ethnomathematics in the Weaving Activities of West Amarasi Society. Ethnomatematics Journal, 4(1), 88–100.
Fennema, E., & Romberg, T. A. (1999). Mathematics classrooms that promote understanding. In E. Fennema & T. A. Romberg (Eds.), Mathematics classrooms that promote understanding. Lawrence Erlbaum Associates Publishers.
Freudenthal, H. (1991). Revisiting Mathematics Education. Dordrecht: Kluwer Academic.
Gravemeijer, K., (1994). Developing Realistic Mathematics Education. Utrecht: CD-ß Press / Freudenthal Institute
Johar, R., Zubainur, C. M., Khairunnisak, C., & Zubaidah, T. (2021). Membangun Kelas Yang Demokratis Melalui Pendidikan Matematika Realistik. Banda Aceh: Syiah Kuala University Press.
Katsap, A., & Silverman, F. L. R. (2008). A case study of the role of ethnomathematics among teacher education students from highly diverse cultural backgrounds. The Journal of Mathematics and Culture, 3(1), 66–102.
Meaney, T., Fairhill, U., & Trinick, T. (2008). The role of language in ethnomathematics. The Journal of Mathematics and Culture, 3(1), 52–65.
Komalasari, K. (2014). Pembelajaran Kontekstual Konsep dan Aplikasi. Bandung: PT Refika Aditama
Nitko, A. J., & Brookhart, S. M. (2011). Educational Assessment of Students (6th Ed). In Pearson Education.
Pathuddin, H., Kamariah, K., & Nawawi, M. I. (2021). Buginese Ethnomathematics : Barongko Cake. Journal on Mathematics Education, 12(2), 295–312.
Plomp, T. (2007). Educational design Research: An introduction. In J. v. Akker, B. Bannan, A. E. Kelly, N. Nieveen, & T. Plomp. In An introduction to educational design research (pp. 9–36). Enschende: SLO.
Prather, D. C. (1971). Trial-and-Error versus Errorless Learning: Training, Transfer, and Stress. The American Journal of Psychology, 84(3), 377–386. Doi: 10.2307/1420469
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer International Publishing.
Talan, K. Y. P., Nubatonis, O. E., & Dominikus, W. S. (2021). Eksplorasi Etnomatematika Dalam Aktivitas Menenun Di Kecamatan Amarasi Barat Dan Integrasinya Dalam Pembelajaran 9(September), 45–50.
Utami, N. A., & Yulistiana. (2018). Tenun Ikat Amarasi Kabupaten Kupang Nusa Tenggara Timur. E-Journal Tata Busana Edisi Yudisium Periode Mei 2018, 07(02), 1–6.
Zhang, W., & Zhang, Q. (2010). Ethnomathematics and Its Integration within the Mathematics Curriculum. Journal of Mathematics Education, 3(1), 151–157.
Zulkardi, Z., Putri, R. I. I., & Wijaya, A. (2020). Two Decades of Realistic Mathematics Education in Indonesia. Springer International Publishing. https://doi.org/10.1007/978-3-030-20223-1_18
License
Copyright (c) 2023 Irna Karlina Sensiana Blegur
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
