Banyuwangi is a town part of Java island, Indonesia. Cultural of Banyuwangi still run by original society named Using tribe. One of the culture which still defended by Using tribe is custom house. The paper describe about house of Using Banyuwangi and instructional design that made from the result of explore activity. This research joining ethnography method and development research. While the data collecting done with observation method, interview, and documentation. As for study device developed with ADDIE model that limited at development step. The result showed that house of Using’s construction show the existence of mathematics concepts specially geometry two dimension, pythagoras, and similarity. This result used to developed the instructional design based on contextual teaching – learning. Selected items is pythagoras. The instructional design will be implementing at research hereinafter.

No abstract

No abstract

Abstract Culture is used as a means to learn from everyday life. Mathematics can be associated with daily life, which can be learned through culture. The term mathematics in culture is called ethnomatematics. Each region has its own culture. In the village of Mlaten there is also a legacy that has been passed down, namely pottery with typical Majapahit carvings. The purpose of this study is to explore the mathematical concepts contained in the Mlaten pottery, so that they can be used as learning resources in learning mathematics. Through the study of literature, exploration, and observation, as well as by an ethnographic approach, it can be concluded that the mathematical concepts contained in the Mlaten earthenware are the concept of a circle, the concept of geometry transformation, the concept of flat shape, the concept of curved side space, the concept of function, and the concept of volume rotating objects. Ethnomatematics can make it easier for students to understand everyday problems. Keyword: Ethnomathematics, Mathematicals concepts, Pottery Abstrak Budaya dijadikan sebagai sarana untuk belajar dari kehidupan sehari-hari. Matematika dapat dikaitkan dengan kehidupan sehari-hari, yaitu dapat dipelajari melalui budaya. Istilah matematika dalam budaya disebut dengan etnomatematika. Setiap daerah memiliki budaya masing-masing. Di desa Mlaten juga ada warisan yang sudah turun temurun yaitu gerabah dengan ukiran khas Majapahit. Tujuan penelitian ini adalah untuk mengeksplorasi konsep matematika yang terdapat pada gerabah Mlaten, sehingga dapat dijadikan sumber belajar dalam pembelajaran metematika. Melalui studi literatur, eksplorasi, dan observasi, serta dengan dilakukan pendekatan etnografi, maka dapat disimpulkan bahwa konsep matematika yang terdapat pada gerabah Mlaten adalah konsep lingkaran, konsep transformasi geometri, konsep bangun datar, konsep bangun ruang sisi lengkung, konsep fungsi, dan konsep volume benda putar. Etnomatematika dapat mempermudah siswa memahami permasalahan sehari-hari. Kata kunci : Etnomatematika, Konsep Matematika, Gerabah

Geometry teaches us not only about how to give appreciation for something, but also how to find connections that occur between geometry material and other lecture material. In addition, geometry also trains communication through exploration, discussion, conjecture and investigation. The problems that exist in basic geometry skills in a row are problems related to logic skills, drawing skills, visual skills, verbal skills, and applied skills. Based on geometric learning using analytical presentation, the problem of using axiomatic deductive is at the top, then the problem of perception. Misconceptions about visual processes and activities, and finally problems with the use of procedures, concepts, and principles

Ethnomatematics is a study of the different ways in which people solve mathematical problems and practical algorithms based on their perspectives. This study refers to various forms of mathematics as consequences which are embedded in cultural activities. Meanwhile, culture-based mathematics learning is one way that is perceived to make meaningful and contextual mathematical learning highly related to the cultural community and will be applied later in harmony with that community, as well as interesting and enjoyable learning. If this is done habituation from an early age will build the character of students. The researcher proposes possibilities for ethnomatematics to enggage the curriculum and have a relatively similar role in formal mathematics, namely; (1) substitute for school mathematics; (2) supply for school mathematics; (3) milestones into school mathematics: (4) motivation for school mathematics and (5) as a local content of school mathematics and scheme to develop student’s character.

No abstract

No abstract