Main Article Content

Abstract

Learning mathematics requires real situations that students often face. Tradition as local wisdom from the surrounding community can be used for learning mathematics so that students can reach the context of abstract mathematics. In this article, the researcher explains how teachers can take advantage of local culture and traditions in the form of Ketupat Eid on the north coast of Java to be used in learning mathematics. This research was conducted on the northern coast of Java, where every seventh day after Eid Mubarak, the area performs the Ketupat Eid tradition. Researchers tried to connect some foods that only exist in the Ketupat Eid tradition in the form of Ketupat and Lepet with mathematics in school. The results showed that diamonds could be used for rhombuses, prisms, and beams, and Lepet can be used as a tube context in geometry learning.

Keywords

Ethnomathematics Ketupat Eid Tradition Ketupat Lepet Mathematics Learning

Article Details

References

  1. Aini, Z., Afifah, N., Muslim, I., & Hasanah, S. I. (2019). Etnomatematika: eksplorasi budaya kerabhen sape Madura [Ethnomathematics: Cultural exploration of kerabhen sape Madura]. Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang, 3(2), 177-183. https://doi.org/10.31331/medivesveteran.v3i2.856

  2. Andarini, F. F., Sunardi, S., & Monalisa, L. A. (2019). Etnomatematika pada alat musik tradisional Banyuwangi sebagai bahan ajar siswa [Ethnomathematics on Banyuwangi traditional musical instruments as student teaching materials]. KadikmA, 10(1), 45-55.

  3. Arif, M., & Lasantu, M. Y. (2019). Nilai pendidikan dalam tradisi lebaran ketupat masyarakat suku Jawa Tondano di Gorontalo [The value of education in the Lebaran ketupat tradition of the Tondano Javanese community in Gorontalo]. Madani: Jurnal Pengabdian Ilmiah, 1(2), 144-159.

  4. Ayuningtyas, A. D., & Setiana, D. S. (2019). Pengembangan bahan ajar matematika berbasis etnomatematika kraton Yogyakarta [Development of mathematics teaching materials based on Yogyakarta Palace ethnomathematics]. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 8(1), 11-19. https://doi.org/10.24127/ajpm.v8i1.1630

  5. Balaji, M., & Chakrabarti, D. (2010). Student interactions in online discussion forum: Empirical research from'media richness theory'perspective. Journal of interactive online learning, 9(1), 1-22.

  6. Bass, A. E., & Milosevic, I. (2018). The ethnographic method in CSR research: The role and importance of methodological fit. Business & Society, 57(1), 174-215. https://doi.org/10.1177/0007650316648666

  7. Bishop, A. (2013). Mathematics education and culture. Springer Science & Business Media.

  8. Brisola, E. B. V., & Cury, V. E. (2016). Researcher experience as an instrument of investigation of a phenomenon: An example of heuristic research. Estudos de Psicologia (Campinas), 33(1), 95-105. https://doi.org/10.1590/1982-027520160001000010

  9. Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology nursing forum, 41(5), 545-547. https://doi.org/10.1188/14.ONF.545-547

  10. Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quiantitative and qualitative research (4th edition). Pearson.

  11. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

  12. D’Ambrosio, U. (2006). The program ethnomathematics: A theoretical basis of the dynamics of intra-cultural encounters. The journal of Mathematics and Culture, 1(1), 1-7.

  13. D'Ambrosio, U. (1985). Ethnomathematics and Its Place in the History and Pedagogy of Mathematics. For the learning of Mathematics, 5(1), 44-48. http://www.jstor.org/stable/40247876

  14. D'Ambrosio, U. (1989). On ethnomathematics. Philosophia Mathematica, 2(1), 3-14. https://doi.org/10.1093/philmat/s2-4.1.3

  15. D'Ambrosio, U. (2001). In My Opinion: What Is Ethnomathematics, and How Can It Help Children in Schools? Teaching Children Mathematics, 7(6), 308-310. https://doi.org/10.5951/tcm.7.6.0308

  16. Dewita, A., Mujib, A., & Siregar, H. (2019). Studi etnomatematika tentang Bagas Godang sebagai unsur budaya Mandailing di Sumatera Utara [An ethnomathematical study of Bagas Godang as an element of Mandailing culture in North Sumatra]. Mosharafa: Jurnal Pendidikan Matematika, 8(1), 1-12. https://doi.org/10.31980/mosharafa.v8i1.202

  17. Dobbert, M. L. (1982). Ethnographic research: Theory and application for modern schools and societies. Greenwood.

  18. Dominikus, W. S., Nenohai, J. M. H., & Hale, M. (2020). Increasing students’ mathematical communication skills by applying probing-prompting learning model based on Belu culture artefact. Journal of Physics: Conference Series, 1657(1), 012020. https://doi.org/10.1088/1742-6596/1657/1/012020

  19. Fatkhurohman, F., Ayuningtyas, A. D., Noto, M. S., & Widodo, S. A. (2021). Etnomathematics: Exploration of Geblek Renteng Batik in Transformation Geometry. Numerical: Jurnal Matematika dan Pendidikan Matematika, 5(2), 79-90.

  20. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill Companies.

  21. Gerdes, P. (2013). Women, Culture and Geometry in Southern Africa. Lulu. com.

  22. Hardiarti, S. (2017). Etnomatematika: Aplikasi bangun datar segiempat pada Candi Muaro Jambi [Ethnomathematics: Application of quadrilaterals in Muaro Jambi Temple]. Aksioma, 8(2), 99-110. https://doi.org/10.26877/aks.v8i2.1707

  23. Irfan, M., Slamet Setiana, D., Fitria Ningsih, E., Kusumaningtyas, W., & Adi Widodo, S. (2019). Traditional ceremony ki ageng wonolelo as mathematics learning media. Journal of Physics: Conference Series, 1175, 012140. https://doi.org/10.1088/1742-6596/1175/1/012140

  24. Jonassen, D. H., Campbell, J. P., & Davidson, M. E. (1994). Learning with media: Restructuring the debate. Educational Technology Research and Development, 42(2), 31-39. https://doi.org/10.1007/BF02299089

  25. Kerres, M., & Witt, C. D. (2003). A didactical framework for the design of blended learning arrangements. Journal of Educational Media, 28(2-3), 101-113. https://doi.org/10.1080/1358165032000165653

  26. Lusiana, D., Afriani, N. H., Ardy, H., & Widada, W. (2019). Eksplorasi etnomatematika pada masjid jamik kota Bengkulu [Ethnomathematical exploration of the jamik mosque in Bengkulu city]. Jurnal Pendidikan Matematika Raflesia, 4(2), 164-176.

  27. Malaini, M., Lion, E., Soan, U. F., & Ludang, Y. (2021). Information technology and communication based citizenship education learning in junior high schools. Acta Scientiae et Intellectus, 7(2), 121-130.

  28. Marina, M., & Izzati, N. (2019). Eksplorasi etnomatematika pada corak alat musik kesenian Marawis sebagai sumber belajar matematika [Ethnomathematical exploration on the pattern of Marawis musical instruments as a source of learning mathematics]. Jurnal Gantang, 4(1), 39-48. https://doi.org/10.31629/jg.v4i1.1027

  29. Misbah, M. M. (2019). The ketupat eating tradition on lebaran ketupat day in Java. In Proceedings of the 2nd Internasional Conference on Culture and Language in Southeast Asia (ICCLAS 2018). https://doi.org/10.2991/icclas-18.2019.3

  30. Mohajan, H. K. (2018). Qualitative research methodology in social sciences and related subjects. Journal of Economic Development, Environment and People, 7(1), 23-48.

  31. Mullis, I., Martin, M. O., Kennedy, A., Trong, K., & Sainsbury, M. P. (2015). Assessment frameworks. TIMMS and Pirls International Study Center, Boston College.

  32. Naidoo, L. (2012). Ethnography: An introduction to definition and method. In L. Naidoo (Ed.), An ethnography of global landscapes and corridors (pp. 1-8).

  33. OECD. (2016). PISA 2015 assessment and analytical framework: Science, reading, mathematic and financial literacy. OECD publishing.

  34. Putra, R. Y., Wijayanto, Z., & Widodo, S. A. (2020). Etnomatematika: Masjid Soko Tunggal dalam pembelajaran geometri 2D [Ethnomathematics: Soko Tunggal Mosque in 2D geometry learning]. Jurnal Riset Pendidikan Dan Inovasi Pembelajaran Matematika (JRPIPM), 4(1), 10-22. https://doi.org/10.26740/jrpipm.v4n1.p10-22

  35. Reiser, R. A., & Gagné, R. M. (1982). Characteristics of media selection models. Review of Educational Research, 52(4), 499-512. https://doi.org/10.3102/00346543052004499

  36. Renz, S. M., Carrington, J. M., & Badger, T. A. (2018). Two strategies for qualitative content analysis: An intramethod approach to triangulation. Qualitative Health Research, 28(5), 824-831. https://doi.org/10.1177/1049732317753586

  37. Rosa, M., & Orey, D. C. (2013). Ethnomodeling as a research theoretical framework on Ethnomathematics and mathematical modeling. Journal of Urban Mathematics Education, 6(2), 62-80.

  38. Rosa, M., & Orey, D. C. (2016). State of the Art in Ethnomathematics. In Current and Future Perspectives of Ethnomathematics as a Program (pp. 11-37). Springer International Publishing. https://doi.org/10.1007/978-3-319-30120-4_3

  39. Rosa, M., & Shirley, L. (2016). In Guise of Conclusion. In Current and Future Perspectives of Ethnomathematics as a Program (pp. 39-40). Springer International Publishing. https://doi.org/10.1007/978-3-319-30120-4_4

  40. Scandura, J. M., & Wells, J. N. (1967). Advance organizers in learning abstract mathematics. American Educational Research Journal, 4(3), 295-301. https://doi.org/10.3102/00028312004003295

  41. Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1(1), 37-68. https://doi.org/10.1207/s15327809jls0101_3

  42. Sedkaoui, S., & Khelfaoui, M. (2019). Understand, develop and enhance the learning process with big data. Information Discovery and Delivery, 47(1), 2-16. https://doi.org/10.1108/IDD-09-2018-0043

  43. Sudirman, S., Son, A. L., & Rosyadi, R. (2018). Penggunaan etnomatematika pada batik Paoman dalam pembelajaran geomteri bidang di sekolah dasar [The use of ethnomathematics in Paoman batik in learning geometry in elementary schools]. IndoMath: Indonesia Mathematics Education, 1(1), 27-34.

  44. Swanson, D., & Williams, J. (2014). Making abstract mathematics concrete in and out of school. Educational Studies in Mathematics, 86(2), 193-209. https://doi.org/10.1007/s10649-014-9536-4

  45. Trisniawati, T., Muanifah, M. T., Widodo, S. A., & Ardiyaningrum, M. (2019). Effect of Edmodo towards interests in mathematics learning. Journal of Physics: Conference Series, 1188, 012103. https://doi.org/10.1088/1742-6596/1188/1/012103

  46. Utami, W. B. (2019). Student experience about higher order thinking skill with contextual learning based ethnomathematics using learning media and math props. International Journal of Recent Technology and Engineering (IJRTE), 8(IC2), 719-721.

  47. Wahyudi, H., Widodo, S. A., Setiana, D. S., & Irfan, M. (2021). Etnomathematics: Batik activities in tancep batik. Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang, 5(2), 305-315. https://doi.org/10.31331/medivesveteran.v5i2.1699

  48. Wa-Mbaleka, S. (2020). The Researcher as an Instrument. In A. P. Costa, L. P. Reis, & A. Moreira, In Computer Supported Qualitative Research, Cham. https://doi.org/10.1007/978-3-030-31787-4_3

  49. Widodo, S., Irfan, M., Leonard, L., Fitriyani, H., Perbowo, K., & Trisniawati, T. (2019). Visual media in team accelerated instruction to improve mathematical problem-solving skill. In Proceedings of the 1st International Conference on Science and Technology for an Internet of Things. European Alliance for Innovation (EAI). https://doi.org/10.4108/eai.19-10-2018.2281297

  50. Widodo, S. A. (2018). Selection of learning media mathematics for junior school students. Turkish Online Journal of Educational Technology-TOJET, 17(1), 154-160.

  51. Widodo, S. A., Darhim, D., & Ikhwanudin, T. (2018). Improving mathematical problem solving skills through visual media. Journal of Physics: Conference Series, 948, 012004. https://doi.org/10.1088/1742-6596/948/1/012004

  52. Widodo, S. A., Prihatiningsih, A., & Taufiq, I. (2021). Single subject research: use of interactive video in children with developmental disabilities with dyscalculia to introduce natural numbers. Participatory Educational Research, 8(2), 94-108. https://doi.org/10.17275/per.21.31.8.2

  53. Wijaya, A. (2016). Students' information literacy: A perspective from mathematical literacy. Journal on Mathematics Education, 7(2), 73-82. https://doi.org/10.22342/jme.7.2.3532.73-82

  54. Yusandra, T. F. (2021). Utilization of audio visual media as an online learning solution during the COVID-19 pandemic. HISPISI: Himpunan Sarjana Ilmu-Ilmu Pengetahuan Sosial Indonesia, 1(1), 281-289.