Improving Mathematical Meaningful Abilities of Native Students in The Pelabuhanratu Region Using an Ethnomathematics Approach

Rineka Rosinansis; Tatang Herman; Aan Hasanah

doi:10.37680/qalamuna.v14i1.4167

Rineka Rosinansis Universitas Pendidikan Indonesia, Bandung
Tatang Herman Universitas Pendidikan Indonesia, Bandung
Aan Hasanah Universitas Pendidikan Indonesia, Bandung

DOI: https://doi.org/10.37680/qalamuna.v14i1.4167

Keywords: Ethnomathematics, Indigenous Student, Meaningful Abilities

Abstract

Understanding that mathematics is a subject that is difficult to believe because mathematical concepts are abstract and, therefore, difficult to comprehend and understand. Students' abilities and skills in mathematics subjects in Indonesia are relatively low. However, this can only be generalized to some Indonesian students, considering that Indonesia is a large country with many students. This research aims to describe customs, traditions, and culture holistically, then apply them to mathematics learning activities through ethnomathematics studies for indigenous students with the hope that mathematics learning will become more meaningful when studying mathematics. According to Spradley, this research method is descriptive qualitative with an ethnographic approach and a gradual progressive research flow. The result of this research is that the ethnomathematics approach has succeeded in making mathematics, which was often abstract, become real. Indigenous students who study ethnomathematics-based mathematics feel that the mathematics lesson material becomes logically meaningful; students can also absorb the material into their cognitive structure. Indigenous students who learn ethnomathematics-based mathematics can learn mathematical material by interpreting each element of mathematics culture or combining the two into ethnomathematics.

Downloads

Download data is not yet available.

References

Abdurahman, A., Marzuki, K., Yahya, M. D., Asfahani, A., Pratiwi, E. A., & Adam, K. A. (2023). The Effect of Smartphone Use and Parenting Style on the Honest Character and Responsibility of Elementary School Students. Jurnal Prima Edukasia, 11(2).
Agustina, I., Siregar, L. A., Husain, D. L., Asfahani, A., & Pahmi, P. (2023). Utilization of Digital Technology in Children’s Education to Enhance Creative and Interactive Learning. At-Tarbawi: Jurnal Pendidikan, Sosial Dan Kebudayaan, 10(2), 276–283.
Abdulaziz, M. S., & Higgins, S. (2021). The Compatibility of Developed Mathematics Textbook Content in Saudi Arabia with NCTM Standards: A Critical Review. International Journal of Instruction, 14(2), 461–482.
Andamon, J. C., & Tan, D. A. (2018). Conceptual understanding, attitude and performance in mathematics of grade 7 students. International Journal of Scientific & Technology Research, 7(8), 96–105.
Anggoro, A. F. D., Haji, S., & Sumardi, H. (2022). Structural equation fit test of mathematical connection ability, mathematical reasoning, and mathematics problem-solving ability of junior high school students. International Journal of Trends in Mathematics Education Research, 5(1), 82–93.
Asfahani, A. (2019). Model Pengembangan Bahan Ajar Aqidah Akhlak (Studi Kasus Kelas Reguler dan Kelas Akselerasi MTs Negeri Ponorogo). QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 11(1), 13–36.
Asfahani, A., & Fauziyati, W. R. (2020). Pendidikan Anak Supernormal dengan Pendekatan Living Values Education Program (Studi Kasus Kelas Akselerasi MAN 2 Kota Madiun). Al-Adabiya: Jurnal Kebudayaan Dan Keagamaan, 15(01), 93–120.
Baker, C. K., & Galanti, T. M. (2017). Integrating STEM in elementary classrooms using model-eliciting activities: responsive professional development for mathematics coaches and teachers. International Journal of STEM Education, 4(1), 1–15.
Cai, J., & Ding, M. (2017). On mathematical understanding: perspectives of experienced Chinese mathematics teachers. Journal of Mathematics Teacher Education, 20, 5–29.
Collins, S. E., Clifasefi, S. L., Stanton, J., Straits, K. J. E., Gil-Kashiwabara, E., Rodriguez Espinosa, P., Nicasio, A. V, Andrasik, M. P., Hawes, S. M., & Miller, K. A. (2018). Community-based participatory research (CBPR): Towards equitable community involvement in psychology research. American Psychologist, 73(7), 884.
Firdaus, C. B. (2019). Analisis Faktor Penyebab Rendahnya Minat Belajar Siswa Terhadap Mata Pelajaran Matematika di MTs Ulul Albab. In Journal on Education (Vol. 2, Issue 1, pp. 191–198). https://doi.org/10.31004/joe.v2i1.298
Fouze, A. Q., & Amit, M. (2017). Development of mathematical thinking through integration of ethnomathematics folklore game in math instruction. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 617–630.
Fuadiah, N. F. (2016). Miskonsepsi Sebagai Hambatan Belajar Siswa Dalam Memahami Matematika. In Jurnal Ilmu Pendidikan (JIP) STKIP (Vol. 7, Issue 2, pp. 87–92).
Hadi, S., & Novaliyosi. (2019). TIMSS Indonesia (Trends in International Mathematics and Science Study). In Prosiding Seminar Nasional & Call For Papers Program Studi Magister Pendidikan Matematika Universitas Siliwangi (pp. 562–569).
Koellner, K., Jacobs, J., & Borko, H. (2011). Mathematics professional development: critical features for developing leadership skills and building teachers’ capacity. Mathematics Teacher Education and Development, 13(1), 115–136.
Leasa, M., Batlolona, J. R., & Talakua, M. (2021). Elementary students’ creative thinking skills in science in the Maluku Islands, Indonesia. Creativity Studies, 14(1), 74–89.
Martiskainen, M. (2017). The role of community leadership in the development of grassroots innovations. Environmental Innovation and Societal Transitions, 22, 78–89.
Prayuga, Y. (2019). Minat Belajar Siswa Dalam Pembelajaran Matematika. In Prosiding Sesiomadika (Vol. 2, Issue 1d, pp. 1052–1058).
Rifandi, R., & Rahmi, Y. L. (2019). STEM education to fulfil the 21st century demand: a literature review. Journal of Physics: Conference Series, 1317(1), 12208.
Sánchez Tapia, I., Krajcik, J., & Reiser, B. (2018). "We do not know what the real story is anymore": Curricular contextualization principles that support indigenous students in understanding natural selection. Journal of Research in Science Teaching, 55(3), 348–376.
Sanjaya, A., Johar, R., Ikhsan, M., & Khairi, L. (2018). Students’ thinking process in solving mathematical problems is based on their levels of mathematical ability. Journal of Physics: Conference Series, 1088(1), 12116.
Sugiyono. (2017). Metode Penelitian Kuantitatif Kualitatif dan R&D (25th ed.). Alfabeta.
Sugiyono. (2019). Metode Penelitian Pendidikan: Kuantitatif, Kualitatif, Kombinasi, R&D dan Penelitian Pendidikan. Alfabeta.
Umbara, U., Wahyudin, W., & Prabawanto, S. (2021). Exploring ethnomathematics with ethnomodeling methodological approach: How do Cigugur indigenous people use calculations to determine a good day to build houses? Eurasia Journal of Mathematics, Science and Technology Education, 17(2), em1939.
Utomo, D. P., & Syarifah, D. L. (2021). Examining Mathematical Representation to Solve Problems in Trends in Mathematics and Science Study: Voices from Indonesian Secondary School Students. International Journal of Education in Mathematics, Science and Technology, 9(3), 540–556.
Vargas-Hernández, J. G., & Vargas-González, O. C. (2022). Strategies for meaningful learning in higher education. JISTECH: Journal of Information Science and Technology, 2(1), 47–64.