Ethnomathematics batik design Bali island

Irawan, Ari; Lestari, Mei; Rahayu, Wanti; Wulan, Roro Retno

doi:10.1088/1742-6596/1338/1/012045

Cited by 11 publications

(9 citation statements)

References 7 publications

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“…Furthermore, there are several ethnics which implemented of Ethnomathematics in their life in Cipatujah, West Java, for example, they apply the traditional mathematical concept in the way they determine the time to sail for fishing, and the way they construct their houses (Kusuma, Dewanto, Ruchjana, & Abdullah, 2017). The motifs of batik are an Ethnomathematics context related to lines, angles, triangles, quadrilaterals, circles, and transformation geometry, which exist in several cultures in Indonesia (Risdiyanti & Prahmana, 2018;Lestari, Irawan, Rahayu, & Parwati, 2018;Pramudita & Rosnawati, 2019;Irawan, Lestari, Rahayu, & Wulan, 2019). However, few researchers have explored mathematical modeling in Yogyakarta's literature.…”

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confidence: 99%

Ethnomathematics: Pranatamangsa System and the Birth-Death Ceremonial in Yogyakarta

et al. 2021

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Mathematics exists as rooted in human ideas, ways, and techniques to respond to their environments. Along with its development, mathematics has been taught through formal education or schooling in the flat- not flexible ways and far from students' social and cultural lives. Indonesia is rich with culture, including the Special Region of Yogyakarta (DIY). It is called a city of culture. Educators are not yet aware of this richness in the learning process to integrate it as the starting point. It is hard to find in mathematics textbooks in Indonesia, which put cultural context as starting points. Therefore, this study aims to explore Yogyakarta's culture in terms of contexts used in mathematics learning. It is an ethnography study. Furthermore, the data was collected through literature artifacts, field observation, and interviews with resource persons who understand the seasons, system, and calculation of birth and death days. It is to clarify the researcher's understanding of the literature. This study showed that Yogyakarta's people use mathematical modeling to determine the seasons' system and funerary dates. These models have the potential to be used as a starting point in learning mathematics.

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confidence: 99%

Ethnomathematics: Pranatamangsa System and the Birth-Death Ceremonial in Yogyakarta

et al. 2021

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“…Balinese batik motifs contain elements of mathematical transformations such as translation, reflection, and rotation (A. Irawan et al, 2019). The concept of a circle can be introduced to students by taking one of the traditional dance movements of Kethek ogleng, namely the koprol movement.…”

Section: Discussionmentioning

confidence: 99%

Etnomathematic Exploration Study on The Traditional Dance of Kethek Ogleng

Asriyanto

Muhibbin

Widyasari

et al. 2022

JP2

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Learning in elementary school is more interesting when learning with the culture that surrounds students. This study aims to explore the ethnomathematical content of the traditional dance of Kethek Ogleng. This study uses qualitative research with an ethnographic approach. Data collection techniques by observation, documentation, and interviews. The data analysis technique used is Domain Analysis and Taxonomy. The analysis steps obtain a general picture and a comprehensive concept of the object then into a concept. The result of the research is that the ethnomathematical content in the traditional dance of Kethek ogleng consists of, first, the concept of a circular flat shape, this concept is present when the dancer performs a knuckle movement. Second, build a tube room, which is found on drums as a dance accompaniment. Third, the angle is found in the curve of the foot when the dancer makes a dreamy movement. Fourth, there is a time limit on the duration of the dancer's performance. Fifth, the concept of a flat, square shape, is found in the dancer's pants decoration. The conclusions of this study prove that the traditional Kethek Ogleng dance originating from Wonogiri contains ethnomathematics. Therefore, this traditional tariff can be used as a medium for making learning designs for elementary school children.

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“…Ethnomatematics is used as an integration of curriculum, pedagogy, and mathematics (Islam & Rahmat, 2023). The use of local wisdom as an integration project module to strengthen the profile of Pancasila students makes students trained and able to explore mathematical concepts that exist in their cultural environment (Irawan et al, 2019;Widiantari et al, 2022). Local wisdom will make it easier for students to learn because this culture exists in the students' environment (Suciawati et al, 2021;Ditasona, 2018;Oktiningrum et al, 2020).…”

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confidence: 99%

Ethnomathematics-Based Pancasila Student Profile Strengthening Project Module in the Merdeka Curriculum Phase A in Elementary Schools

Amreta,

Anisah

2023

J. Prisma. Sains

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The transformation of education in Indonesia after Covid-19 has experienced quite significant changes, namely the latest Merdeka Belajar curriculum. The Merdeka Curriculum develops learning according to interests, learning styles and abilities that are connected to the competence of teachers and students. There are six competencies in Pancasila students formulated as key dimensions that are interrelated and strengthen each other, namely 1) faith, devotion to God Almighty and noble character, 2) global diversity, 3) mutual cooperation, 4) independence, 5) critical reasoning , and 6) creativity which then requires module development. This research aims to produce a product, namely a project module for strengthening the profile of Pancasila students which includes ethnomathematics. Etonmathematics means a module developed by integrating curriculum, pedagogy, mathematics and local wisdom. The use of local wisdom as an integrated module for the project to strengthen the profile of Pancasila students makes students trained and able to explore mathematical concepts that exist in their cultural environment. In this research, the context is local ethnomathematics wisdom in Tuban Regency, East Java. This research is Research and Development (R&D) research with a 4D model. 4D model design consists of four flows, namely Define, Design, Develop, and Desseminase. This development research was validated with 3 validators, namely design validator, language validator and material validator. The validation results from the design validation were 88%, which means it is suitable for use, the language validator is 94%, which means it is suitable for use, and the material validator is 90%, which means it is suitable for use. Then the module was tested on 48 phase A students. The average pretest result from trial 1 was 62.75, then in trial 2 it was 63.75. Followed by the posttest results from trial 1, namely 90.33 and trial 2, namely 91.58. After carrying out the pre-test and post-test at the trial stage, the researcher calculated the N-Gain Score value, namely N-Gain trial 1, namely getting a score of 0.76 which means high and getting an interpretation of N-Gain effectiveness of 76.78% which means effective. Then students filled out a student response questionnaire, and obtained presentation results of 85% in the very satisfied category. So it can be concluded that the project module for strengthening the profile of Pancasila students based on ethnomathematics in the Phase A independent curriculum in elementary schools that was developed is suitable for use and effective in learning mathematics.

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Ethnomathematics batik design Bali island

Cited by 11 publications

References 7 publications

Ethnomathematics: Pranatamangsa System and the Birth-Death Ceremonial in Yogyakarta

Ethnomathematics: Pranatamangsa System and the Birth-Death Ceremonial in Yogyakarta

Etnomathematic Exploration Study on The Traditional Dance of Kethek Ogleng

Ethnomathematics-Based Pancasila Student Profile Strengthening Project Module in the Merdeka Curriculum Phase A in Elementary Schools

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