Bahasa Matematis dalam Penentuan Waktu Siang - Malam menurut Tradisi Sunda

Abstract

Tasikmalaya is a Sundanese region whose nickname is: "The Pearl of East Priangan", an important role in South West Java Province. This role is very influential on the potential of the community, including in the field of culture. But along with the times, this culture is less well known by today's young generation. The purpose of this research is for the culture of the Sundanese people, especially in Tasikmalaya so that the culture is maintained. This study uses a qualitative approach with an ethnographic approach derived from literature studies, field observations and interviews with a Sundanese cultural expert. The results of the study indicate that there is a mathematical language in the right time of day and night that is used by the Sundanese people in Tasikmalaya and it can be a starting point to be used as a reference in learning mathematics.

Pemanfaatan Pembelajaran Open-Ended Berbantuan Game Edukasi Untuk Meningkatkan Berpikir Kreatif Peserta Didik Pada Materi Bilangan Cacah

“…Matematika merupakan salah satu mata pelajaran dimana tuntutan terhadap kemampuan berpikir kreatif sangat dibutuhkan dalam penyelesaian soal (Purnamasari & Afriansyah, 2021;Muhtadi, Rochmad, & Isnarto, 2021). Proses berpikir kreatif dalam pembelajaran matematika tidak selalu menemukan rumus, tetapi apabila peserta didik dapat menggambarkan soal-soal matematika dan memberikan banyak jawaban yang berbeda dengan caranya sendiri sudah dapat dikatakan menggunakan kemampuan berpikir kreatifnya (Zahar, 2009: 19).…”

Media Game Online Ular Tangga Perkalian Bilangan Asli Dengan Pendekatan RME Kelas III SD

“…Beberapa negara maju, seperti negara Jepang dapat menjadi perbandingan untuk menilainya. Perbandingan dapat dilakukan berdasarkan alur pikiran pembelajaran matematika (Muhtadi, Rochmad, & Isnarto, 2021).…”

An ethnography study on mathematical terminologies within two indigenous Makian languages in North Maluku

“…The first group specifically examines the mathematical content used by traditional societies, while the second integrates traditional mathematical concepts in school mathematics learning. The study of the mathematical language of indigenous societies is an illustration of research that explores mathematical content in the languages of ethnic groups in Indonesia, such as the mathematical language of the Yogyakarta people (Prahmana, 2020), the Sundanese (Muhtadi et al, 2021), the Yapen people of Pa-pua (Aritonang, 2017) and other ethnic groups in eastern Indonesia such as Maluku and East Nusa Tenggara (Winarti, 2017).…”