Main Article Content
Abstract
The continuous exploration of mathematics as a human activity triggers the need to research ethnomathematics. This study aimed to identify ethnomathematics in the manufacture of indigenous fish traps (Bubu) from Bintan Regency. This ethnography study uses direct observation, interviews, and documentation. The researcher acts as the main instrument. The data were analyzed using the Spradley analysis technique, namely domain, taxonomic, componential, and cultural theme analysis. Data reduction, data presentation, and conclusions were carried out for each analysis. The results show that there are mathematical activities in designing, counting, and measuring length dimensions in Bubu's making. In these activities, there are mathematical concepts, including three-dimensional figures, the net of three-dimensional figures, curves, odd numbers, sequences with their attributes, bilateral symmetry, symmetry axes, figurative numbers, the congruence of plane figures, and length measurements with non-standardized units. These results showed that the Bubu maker already had a geometric sense through the symmetrical concept that became the basis for two activities such as counting and measuring, similar to the results of ethnomathematical research on the Yupiaq Eskimo community in Alaska and the Carolina Islanders in Micronesia. This study provides ideas to utilize everyday phenomena in teaching mathematics as a starting point prior to learning mathematics more formally.
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References
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- Aprianti, M., Dewi, D. A., & Furnamasari, Y. F. (2022). Indonesian Culture in The Era of Globalization Towards Indonesian National Identity [in Bahasa]. Edumaspul: Jurnal Pendidikan, 6(1), 996–998. https://doi.org/10.33487/edumaspul.v6i1.2294
- Ascher, M., & D’Ambrosio, U. (1994). Ethnomathematics: A dialogue. For the learning of mathematics. JSTOR, 14(2), 36–43. Retrieved from: https://www.jstor.org/stable/40248114
- Banurea, J. S., & Tobing, M. W. L. (2019). Study Of the Productivity of Catching Wire Traps by Constructing Differences in The Number of Funnels for Sibolga Fishermen with Mathematical Analysis [in Bahasa]. Jurnal Penelitian Terapan Perikanan Dan Kelautan, 1(1), 1–8. Retrieved from: https://stpsibolga.ac.id/ojs/index.php/TAPIAN_NAULI
- Bestari, P., Marsidin, S., & Sulastri, S. (2023). Local Culture Conservation Strategy in The South Coast [in Bahasa]. Journal on Education, 05(02), 2758–2765. http://dx.doi.org/10.31004/joe.v5i2.920
- Constant, J. (2016). The concept of symmetry or self similarity often relates to elements of proportion, harmony and elegance. In G. Darvas (Ed.), Symmetry: Culture and science. Symmetrion.
- D’Ambrosio, U. (2007). Ethnomathematics: Perspectives. North American Study Group on Ethnomathematics, 2(1).
- D’Ambrosio, Ubiratan. (1999). Literacy matheracy technoracy: A trivium for today. Mathematical Thinking and Learning, 1(2), 131–153. http://dx.doi.org/10.1207/s15327833mtl0102_3
- Embong, R., Aziz, N. M. A., Wahab, Z. A., & Maidinsah, H. (2010). An insight into the mathematical thinking of the Malay songket weavers. Procedia - Social and Behavioral Sciences, 8(December 2010), 713–720. https://doi.org/10.1016/j.sbspro.2010.12.099
- Fajriyah, E. (2018). The Role of Ethnomathematics Related to Mathematical Concepts in Supporting Literacy [in Bahasa]. PRISMA, Prosiding Seminar Nasional Matematika, 1, 114–119.
- Febrian. (2016). Recognizing ethnomathematics in wau kite and corak-ragi of tenun melayu from Kepulauan Riau Province and using its potentials towards learning of school mathematics. Proceedings of the 2nd SULE – IC 2016, FKIP, Unsri, Palembang, 337–358.
- Febrian, F., Astuti, P., & Susanti, S. (2022). Ethnomathematics in creating tanjak from Tanjungpinang. In ICOME 2021: Proceedings of the 1st International Conference on Maritime Education, ICOME 2021, 3-5 November 2021, Tanjungpinang, Riau Islands, Indonesia (p. 19). European Alliance for Innovation. https://doi.org/10.4108/eai.3-11-2021.2314833
- Freudhental, H. (2006). Revisiting mathematics education: China lectures (9th ed.). Cham: Springer Science & Business Media.
- Fuady, F. (2022). The crisis of Islamic culture and the ideas of Ismail Raji Al-Faruqi [in Bahasa]. Literasi: Jurnal Kajian Keislaman Multi-Perspektif, 2(2), 273–293. https://doi.org/https://doi.org/10.22515/literasi.v2i1.4409
- Heath, T. L. (1956). The thirteen books of Euclid’s Elements: Vol. II (2nd ed.). New York: Dover Publication Inc.
- Iman, M. (2018). Cultural epistemology and its implications for Islamic education [in Bahasa]. Tarbiyatuna, 9(2), 99–106. https://doi.org/https://doi.org/10.31603/tarbiyatuna.v9i2.2297
- Lipka, J., Adams, B., Wong, M., Koester, D., & Francois, K. (2019). Symmetry and measuring: Ways to teach the foundations of mathematics inspired by Yupiaq Elders. Journal of Humanistic Mathematics, 9(1`), 107–157. https://doi.org/10.5642/jhummath.201901.07
- Malalina, M., Putri, R. I. I., Zulkardi, Z., & Hartono, Y. (2020). Ethnomathematics of fish catching exploration in Musi River. Journal of Physics: Conference Series, 1663(1). https://doi.org/10.1088/1742-6596/1663/1/012007
- Martyanti, A., & Suhartini, S. (2018). Ethnomatematics: Growing critical thinking skills through culture and mathematics [in Bahasa]. IndoMath: Indonesia Mathematics Education, 1(1), 35. https://doi.org/10.30738/indomath.v1i1.2212
- Prahmana, R. C. I., Yunianto, W., Rosa, M., & Orey, D. C. (2021). Ethnomathematics: Pranatamangsa system and the birth-death ceremonial in yogyakarta. Journal on Mathematics Education, 12(1), 93–112. https://doi.org/10.22342/JME.12.1.11745.93-112
- Rahayu, C., Somakim, S., & Hartono, Y. (2018). Mathematics in Pagaralam Culture [in Bahasa]. WACANA AKADEMIKA: Majalah Ilmiah Kependidikan, 2(1), 15. https://doi.org/10.30738/wa.v2i1.1985
- Rahmah, N. (2018). The Essence of Mathematics Education [in Bahasa]. Al-Khwarizmi: Jurnal Pendidikan Matematika Dan Ilmu Pengetahuan Alam, 1(2), 1–10. https://doi.org/10.24256/jpmipa.v1i2.88
- Risdiyanti, I., & Prahmana, R. C. I. (2018). Ethnomathematics: Exploration in Javanese culture. Journal of Physics: Conference Series, 943(1). https://doi.org/10.1088/1742- 6596/943/1/012032
- Rosa, M., D’Ambrósio, U., Orey, D. C., Shirley, L., Alangui, W. V., Palhares, P., & Gavarrete, M. E. (2016). Current and future perspectives of ethnomathematics as a program (p. 45). Springer Nature.
- Rosa, M., & Orey, D. C. (2011). Ethnomathematics: the cultural aspects of mathematics Etnomatemática: Os aspectos culturais da matemática. Revista Latinoamericana de Etnomatemática, 4(2), 32–54.
- Setiaji, B. P. (2022, May 29). The Role of Culture in Education [in Bahasa]. https://doi.org/10.31237/osf.io/t3enz
- Siagian, M. D. (2016). Mathematical Connection Ability in Learning Mathematics [in Bahasa]. MES: Journal of Matematics Education and Science2, 2(1), 58–67. https://doi.org/10.30743/mes.v2i1.117
- Spradley, J. P. (2016). Participant observation. Waveland Press.
- Suarjana, I. M., Suharta, I. G. P., & Japa, I. G. N. (2014). Ethnomatematics of the Balinese calendar system [in Bahasa]. Seminar Nasional Riset Inovatif II, 2(2006), 177–182.
- Ubayanti, C. S., Lumbantobing, H., & Manurung, M. M. (2016). Ethnomatematics exploration of sero (net set): Culture of the Kokas Fakfak people of West Papua [in Bahasa]. Jurnal Ilmiah Matematika Dan Pembelajarannya, 1(1), 12–21.
- Utami, R. N. F., Hermanto, R., Muhtadi, D., & Sukirwan, S. (2021). Ethnomathematics: Exploration of Japanese carving [in Bahasa]. JP3M (Jurnal Penelitian Pendidikan Dan Pengajaran Matematika), 7(1), 23–38. https://doi.org/10.37058/jp3m.v7i1.2551
- Wulandari, I. A. P. A., & Puspadewi, K. adek R. (2016). Culture and its Implications for Creative Mathematics Learning [in Bahasa]. Jurnal Santiaji Pendidikan, 6(1), 31–37.
References
Abdullah, A. S. (2017). Ethnomathematics in perspective of Sundanese culture. Journal on Mathematics Education, 8(1), 1–16. https://doi.org/10.22342/jme.8.1.3877.1-15
Aprianti, M., Dewi, D. A., & Furnamasari, Y. F. (2022). Indonesian Culture in The Era of Globalization Towards Indonesian National Identity [in Bahasa]. Edumaspul: Jurnal Pendidikan, 6(1), 996–998. https://doi.org/10.33487/edumaspul.v6i1.2294
Ascher, M., & D’Ambrosio, U. (1994). Ethnomathematics: A dialogue. For the learning of mathematics. JSTOR, 14(2), 36–43. Retrieved from: https://www.jstor.org/stable/40248114
Banurea, J. S., & Tobing, M. W. L. (2019). Study Of the Productivity of Catching Wire Traps by Constructing Differences in The Number of Funnels for Sibolga Fishermen with Mathematical Analysis [in Bahasa]. Jurnal Penelitian Terapan Perikanan Dan Kelautan, 1(1), 1–8. Retrieved from: https://stpsibolga.ac.id/ojs/index.php/TAPIAN_NAULI
Bestari, P., Marsidin, S., & Sulastri, S. (2023). Local Culture Conservation Strategy in The South Coast [in Bahasa]. Journal on Education, 05(02), 2758–2765. http://dx.doi.org/10.31004/joe.v5i2.920
Constant, J. (2016). The concept of symmetry or self similarity often relates to elements of proportion, harmony and elegance. In G. Darvas (Ed.), Symmetry: Culture and science. Symmetrion.
D’Ambrosio, U. (2007). Ethnomathematics: Perspectives. North American Study Group on Ethnomathematics, 2(1).
D’Ambrosio, Ubiratan. (1999). Literacy matheracy technoracy: A trivium for today. Mathematical Thinking and Learning, 1(2), 131–153. http://dx.doi.org/10.1207/s15327833mtl0102_3
Embong, R., Aziz, N. M. A., Wahab, Z. A., & Maidinsah, H. (2010). An insight into the mathematical thinking of the Malay songket weavers. Procedia - Social and Behavioral Sciences, 8(December 2010), 713–720. https://doi.org/10.1016/j.sbspro.2010.12.099
Fajriyah, E. (2018). The Role of Ethnomathematics Related to Mathematical Concepts in Supporting Literacy [in Bahasa]. PRISMA, Prosiding Seminar Nasional Matematika, 1, 114–119.
Febrian. (2016). Recognizing ethnomathematics in wau kite and corak-ragi of tenun melayu from Kepulauan Riau Province and using its potentials towards learning of school mathematics. Proceedings of the 2nd SULE – IC 2016, FKIP, Unsri, Palembang, 337–358.
Febrian, F., Astuti, P., & Susanti, S. (2022). Ethnomathematics in creating tanjak from Tanjungpinang. In ICOME 2021: Proceedings of the 1st International Conference on Maritime Education, ICOME 2021, 3-5 November 2021, Tanjungpinang, Riau Islands, Indonesia (p. 19). European Alliance for Innovation. https://doi.org/10.4108/eai.3-11-2021.2314833
Freudhental, H. (2006). Revisiting mathematics education: China lectures (9th ed.). Cham: Springer Science & Business Media.
Fuady, F. (2022). The crisis of Islamic culture and the ideas of Ismail Raji Al-Faruqi [in Bahasa]. Literasi: Jurnal Kajian Keislaman Multi-Perspektif, 2(2), 273–293. https://doi.org/https://doi.org/10.22515/literasi.v2i1.4409
Heath, T. L. (1956). The thirteen books of Euclid’s Elements: Vol. II (2nd ed.). New York: Dover Publication Inc.
Iman, M. (2018). Cultural epistemology and its implications for Islamic education [in Bahasa]. Tarbiyatuna, 9(2), 99–106. https://doi.org/https://doi.org/10.31603/tarbiyatuna.v9i2.2297
Lipka, J., Adams, B., Wong, M., Koester, D., & Francois, K. (2019). Symmetry and measuring: Ways to teach the foundations of mathematics inspired by Yupiaq Elders. Journal of Humanistic Mathematics, 9(1`), 107–157. https://doi.org/10.5642/jhummath.201901.07
Malalina, M., Putri, R. I. I., Zulkardi, Z., & Hartono, Y. (2020). Ethnomathematics of fish catching exploration in Musi River. Journal of Physics: Conference Series, 1663(1). https://doi.org/10.1088/1742-6596/1663/1/012007
Martyanti, A., & Suhartini, S. (2018). Ethnomatematics: Growing critical thinking skills through culture and mathematics [in Bahasa]. IndoMath: Indonesia Mathematics Education, 1(1), 35. https://doi.org/10.30738/indomath.v1i1.2212
Prahmana, R. C. I., Yunianto, W., Rosa, M., & Orey, D. C. (2021). Ethnomathematics: Pranatamangsa system and the birth-death ceremonial in yogyakarta. Journal on Mathematics Education, 12(1), 93–112. https://doi.org/10.22342/JME.12.1.11745.93-112
Rahayu, C., Somakim, S., & Hartono, Y. (2018). Mathematics in Pagaralam Culture [in Bahasa]. WACANA AKADEMIKA: Majalah Ilmiah Kependidikan, 2(1), 15. https://doi.org/10.30738/wa.v2i1.1985
Rahmah, N. (2018). The Essence of Mathematics Education [in Bahasa]. Al-Khwarizmi: Jurnal Pendidikan Matematika Dan Ilmu Pengetahuan Alam, 1(2), 1–10. https://doi.org/10.24256/jpmipa.v1i2.88
Risdiyanti, I., & Prahmana, R. C. I. (2018). Ethnomathematics: Exploration in Javanese culture. Journal of Physics: Conference Series, 943(1). https://doi.org/10.1088/1742- 6596/943/1/012032
Rosa, M., D’Ambrósio, U., Orey, D. C., Shirley, L., Alangui, W. V., Palhares, P., & Gavarrete, M. E. (2016). Current and future perspectives of ethnomathematics as a program (p. 45). Springer Nature.
Rosa, M., & Orey, D. C. (2011). Ethnomathematics: the cultural aspects of mathematics Etnomatemática: Os aspectos culturais da matemática. Revista Latinoamericana de Etnomatemática, 4(2), 32–54.
Setiaji, B. P. (2022, May 29). The Role of Culture in Education [in Bahasa]. https://doi.org/10.31237/osf.io/t3enz
Siagian, M. D. (2016). Mathematical Connection Ability in Learning Mathematics [in Bahasa]. MES: Journal of Matematics Education and Science2, 2(1), 58–67. https://doi.org/10.30743/mes.v2i1.117
Spradley, J. P. (2016). Participant observation. Waveland Press.
Suarjana, I. M., Suharta, I. G. P., & Japa, I. G. N. (2014). Ethnomatematics of the Balinese calendar system [in Bahasa]. Seminar Nasional Riset Inovatif II, 2(2006), 177–182.
Ubayanti, C. S., Lumbantobing, H., & Manurung, M. M. (2016). Ethnomatematics exploration of sero (net set): Culture of the Kokas Fakfak people of West Papua [in Bahasa]. Jurnal Ilmiah Matematika Dan Pembelajarannya, 1(1), 12–21.
Utami, R. N. F., Hermanto, R., Muhtadi, D., & Sukirwan, S. (2021). Ethnomathematics: Exploration of Japanese carving [in Bahasa]. JP3M (Jurnal Penelitian Pendidikan Dan Pengajaran Matematika), 7(1), 23–38. https://doi.org/10.37058/jp3m.v7i1.2551
Wulandari, I. A. P. A., & Puspadewi, K. adek R. (2016). Culture and its Implications for Creative Mathematics Learning [in Bahasa]. Jurnal Santiaji Pendidikan, 6(1), 31–37.