Article Sidebar
Main Article Content
Abstract
The aim of this research was to assess how students in Indonesia and Thailand react to ethnomathematics problems within their respective cultures. The participants consisted of 50 students in grades 7 to 12 from Indonesia and Thailand. Descriptive analysis techniques were employed in this study. Data were gathered using questionnaires, tests, and interviews. Subsequently, qualitative descriptive data analysis techniques such as Data Reduction, Data Presentation, Drawing Conclusions, and Verification were applied to analyze the collected data. The results showed that students presented positive responses to the given ethnomathematical problems. From the results of the questionnaire, about 76% showed an average very positive response to ethnomathematics, while the remaining 24% of students showed a moderately positive response to ethnomathematics. From the interview, students stated that students assume that ethnomathematics is interesting and challenging. Students’ answers to the ethnomathematics test showed that they were unable to understand ethnomathematics and tended to work on planning and finally got the wrong results. This is because students who pay less attention to their cultural environment tend to acquire procedural mathematics learning. Therefore, teachers are expected to be able to develop more realistic mathematics learning by linking mathematical concepts with the real world.
Keywords
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, Creative Commons Attribution-ShareAlike (CC BY-NC-SA).
References
- Acharya, K. P., Budhathoki, C. B., & Acharya, M. (2022). Science learning from the school garden through participatory action research in Nepal. The Qualitative Report, 27(6), 1623-1634. https://doi.org/10.46743/2160-3715/2022.4561.
- Adjei, S. B. (2019). Conceptualizing discursive analysis as a culturally contextualized activity. The Qualitative Report, 24(9), 2233-2243. https://doi.org/10.46743/2160-3715/2019.4020.
- Awaliyah, E. M. (2019). The role of ethnomathematics in schools in efforts to increase students' positive stigma regarding mathematics learning [in Bahasa]. Didactical Mathematics, 2(1), 23. https://doi.org/10.31949/dmj.v2i1.1668.
- Cahirati, P. E. P., Makur, A. P., & Fedi, S. (2020). Analysis of student learning difficulties in mathematics learning using the PMRI approach [in Bahasa]. Mosharafa: Jurnal Pendidikan Matematika, 9(2), 227–238. https://doi.org/10.31980/mosharafa.v9i2.576.
- Cimen, O. Arda. (2014). Discussing ethnomathematics: Is mathematics culturally dependent?. Procedia-Social and Behavioral Sciences, 152, 523–528. https://doi.org/10.1016/j.sbspro.2014.09.215.
- Clements, D. (2016). Math, science, and technology in the early grades. Future of Children, 26(2), 75–94. https://files.eric.ed.gov/fulltext/EJ1118544.pdf.
- D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44–47. https://eric.ed.gov/?id=EJ325793.
- D’Ambrosio, U. (2018). The program ethnomathematics: Cognitive, anthropological, historic, and socio-cultural bases. PNA, 12(4), 229–247. https://doi.org/10.30827/pna.v12i4.7851.
- Darmayasa, J. B., Wahyudin, W., & Mulyana, T. (2019). Ethnomathematics: Integer operations in Balinese community on "Meeting" rules [in Bahasa]. Mathematic Education and Aplication Journal (META), 1(1), 1–7. https://doi.org/10.35334/meta.v1i1.834
- Dündar, S. & Gündüz, N. (2017). Justification for the subject of congruence and similarity in the context of daily life and conceptual knowledge. Journal on Mathematics Education, 8(1), 35–54. https://doi.org/10.22342/jme.8.1.3256.35-54.
- Fouze, A. & Amit, M. (2018). On the importance of an ethnomathematical curriculum in mathematics education. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 561–567. https://doi.org/10.12973/ejmste/76956.
- Habibi, A., Mukminin, A., Najwan, J., Sofwan, M., Haswindy, S., Marzulina, L., Sirozi, M., & Harto, K. (2018). Investigating EFL classroom management in Pesantren: A case study. The Qualitative Report, 23(9), 2105-2123. https://doi.org/10.46743/2160-3715/2018.3117.
- Khairida. (2019). Application of an ethnomathematics-based learning approach in increasing students' interest in learning and cognitive aspects [in Bahasa]. Jurnal Pendidikan Dan Pembelajaran Terpadu, 1(2), 114–24. https://doi.org/10.32696/pgsd.v1i2.365.
- Lambert, V. & Lambert, C. (2013). Qualitative descriptive research: An acceptable design. Pacific Rim International Journal of Nursing Research, 16(4):255–256.
- Lester, J. N., Cho, Y., & Lochmiller, C. R. (2020). Learning to do qualitative data analysis: A starting point. Human Resource Development Review. https://doi.org/10.1177/1534484320903890.
- Mania, S. & Alam, S. (2021). Teachers’ perception toward the use of ethnomathematics approach in teaching math. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 9(2), 282-298. https://doi.org/10.46328/ijemst.1551.
- Mauluah, L. & Marsigit, M. (2019). Ethnomathematics for elementary student: Exploration of the learning resources at Kraton Yogyakarta. International Journal of Scientific and Technology Research, 8(7), 776–780. https://www.ijstr.org/final-print/july2019/Ethnomathematics-For-Elementary-Student-Exploration-The-Learning-Resources-At-Kraton-Yogyakarta.pdf.
- Meaney, T. & Lange, T. (2012). Learners in Transition Between Contexts. In M. Clements, A. Bishop, C. Keitel, J. Kilpatrick, & F. Leung (Eds.), Third International Handbook of Mathematics Education (pp. 169–201). Springer. https://doi.org/10.1007/978-1-4614-4684-2_6
- Mukminin, A., Kamil, D., Muazza, M., & Haryanto, E. (2017). Why teacher education? Documenting undocumented female student teachers’ motives in Indonesia: A case study. The Qualitative Report, 22(1), 309-326. https://doi.org/10.46743/2160-3715/2017.2640.
- NCTM. (2020). Curriculum and Evaluation Standars for School Mathematics. United States of America: The National Council of Teachers of Mathematics, Inc.
- Nur, S. A., Sukestiyarno, Y. L., & Junaedi, I. (2019). Ethnomathematics in the perspective of mathematics learning problems: Challenges for indigenous students [in Bahasa]. Prosiding Seminar Nasional Pascasarjana UNNES, 1(1), 910–916.
- Pathuddin, H., Kamariah, & Ichsan, N. M. (2021). Buginese ethnomathematics: Barongko cake explorations as mathematics learning resources. Journal on Mathematics Education, 12(2), 295–312. https://doi.org/10.22342/jme.12.2.12695.295-312.
- Payadnya, I. P. A. A, Jayantika, I. G. A. N. T, & Puspadewi, K. R. (2021). Analysis of students' understanding in solving ethnomathematics problems from the viewpoint of the three-read protocol [in Bahasa]. Jurnal Emasains: Jurnal Edukasi Matematika dan Sains, 11(2), 366-375. https://doi.org/10.5281/zenodo.5672631.
- Peni, N. R. (2019). Development framework of ethnomathematics curriculum through realistic mathematics education approach. IOSR-JRME, 9(4), 16–24. https://www.iosrjournals.org/iosr-jrme/papers/Vol-9%20Issue-4/Series-1/B0904011624.pdf.
- Prahmana, R. C. I., & D’Ambrosio, U. (2020). Learning geometry and values from patterns: Ethnomathematics on the batik patterns of Yogyakarta, indonesia. Journal on Mathematics Education, 11(3), 439–456. https://doi.org/10.22342/jme.11.3.12949.439-456.
- Puspadewi, K. & Putra, I. (2014). Ethnomathematics behind Balinese woven crafts [in Bahasa]. Jurnal Matematika, 4(2), 80 - 89. https://doi.org/10.24843/JMAT.2014.v04.i02.p47.
- Rachmawati, I. (2012). Ethnomathematics exploration of Sidoarjo society [in Bahasa]. MATHEdunesa, 1(1). https://doi.org/10.26740/mathedunesa.v1n1.p%25p.
- Risdiyanti, I. & Prahmana, R. C. I. (2017). Ethnomathematics: Exploration in Javanese culture. Journal of Physics: Conference Series, 943(1), 012032. https://doi.org/10.1088/1742-6596/943/1/012032.
- Romadoni, A. N., & Rudhito, M. A. (2016). Student strategies in working on contextual problems with a realistic mathematical approach on the topic of linear equations in one variable [in Bahasa]. Kreano: Jurnal Matematika Kreatif-Inovatif, 7(1), 82–90. https://doi.org/10.15294/kreano.v7i1.5015.
- Simanjuntak, S. D. & Imelda, I. (2018). Student responses to realistic mathematics learning in the context of Toba Batak culture [in Bahasa]. MES: Journal of Mathematics Education and Science, 4(1), 81–88. https://doi.org/10.30743/mes.v4i1.874.
- Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26(2), 114–145. https://doi.org/10.2307/749205.
- Snounu, Y. (2019). Disability and higher education in Palestine. Journal of Culture and Values in Education, 2(3), 61-78. https://doi.org/10.46303/jcve.03.02.4.
- Stewart, J. (2012). Calculus: AP-Edition. Boston: Brooks/Cole, Cengage Learning.
- Supiyati, S., Hanum, F., & Jailani. (2019). Ethnomathematics in Sasaknese architecture. Journal on Mathematics Education, 10(1), 47–57. https://doi.org/10.22342/jme.10.1.5383.47-58.
- Suryana, A., Anggraeni, W., & Suyahya, I. (2022). An exploratory study on Thai Language tone in an ethnomathematics perspective [in Bahasa]. JKPM (Jurnal Kajian Pendidikan Matematika), 7(2), 181. https://doi.org/10.30998/jkpm.v7i2.12101.
- Suryanatha, I. N. A. & Apsari, R. A. (2013). Ethnomathematics: When Mathematics Breathes in Culture [in Bahasa]. Bali: Universitas Pendidikan Ganesha. https://p4mriundiksha.wordpress.com/2013/11/10/etnomatematika/.
- Van den Heuvel-Panhuizen, M., Drijvers, P. (2020). Realistic Mathematics Education. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-15789-0_170
- Wulantina, E. & Maskar, S. (2019). Development of Mathematics Teaching Material Based on Lampungnese Ethomathematics [in Bahasa]. Edumatica: Jurnal Pendidikan Matematika, 9(2), 71–78. https://doi.org/10.22437/edumatica.v9i02.7493.
- Zusmelia & Ariesta (2016). Mathematics in the perspective of indigenous people and indigenous knowledge (The case of the Minangkabau Matrilineal society, a sociological review) [in Bahasa]. Seminar Nasional Matematika dan Pendidikan Matematika (pp. 1-12). Padang: STKIP PGRI Sumatera Barat. https://repo.stkip-pgri-sumbar.ac.id/id/eprint/8262/1/3.%20Matematika%20dalam%20perspektif%20sociology.pdf.
References
Acharya, K. P., Budhathoki, C. B., & Acharya, M. (2022). Science learning from the school garden through participatory action research in Nepal. The Qualitative Report, 27(6), 1623-1634. https://doi.org/10.46743/2160-3715/2022.4561.
Adjei, S. B. (2019). Conceptualizing discursive analysis as a culturally contextualized activity. The Qualitative Report, 24(9), 2233-2243. https://doi.org/10.46743/2160-3715/2019.4020.
Awaliyah, E. M. (2019). The role of ethnomathematics in schools in efforts to increase students' positive stigma regarding mathematics learning [in Bahasa]. Didactical Mathematics, 2(1), 23. https://doi.org/10.31949/dmj.v2i1.1668.
Cahirati, P. E. P., Makur, A. P., & Fedi, S. (2020). Analysis of student learning difficulties in mathematics learning using the PMRI approach [in Bahasa]. Mosharafa: Jurnal Pendidikan Matematika, 9(2), 227–238. https://doi.org/10.31980/mosharafa.v9i2.576.
Cimen, O. Arda. (2014). Discussing ethnomathematics: Is mathematics culturally dependent?. Procedia-Social and Behavioral Sciences, 152, 523–528. https://doi.org/10.1016/j.sbspro.2014.09.215.
Clements, D. (2016). Math, science, and technology in the early grades. Future of Children, 26(2), 75–94. https://files.eric.ed.gov/fulltext/EJ1118544.pdf.
D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44–47. https://eric.ed.gov/?id=EJ325793.
D’Ambrosio, U. (2018). The program ethnomathematics: Cognitive, anthropological, historic, and socio-cultural bases. PNA, 12(4), 229–247. https://doi.org/10.30827/pna.v12i4.7851.
Darmayasa, J. B., Wahyudin, W., & Mulyana, T. (2019). Ethnomathematics: Integer operations in Balinese community on "Meeting" rules [in Bahasa]. Mathematic Education and Aplication Journal (META), 1(1), 1–7. https://doi.org/10.35334/meta.v1i1.834
Dündar, S. & Gündüz, N. (2017). Justification for the subject of congruence and similarity in the context of daily life and conceptual knowledge. Journal on Mathematics Education, 8(1), 35–54. https://doi.org/10.22342/jme.8.1.3256.35-54.
Fouze, A. & Amit, M. (2018). On the importance of an ethnomathematical curriculum in mathematics education. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 561–567. https://doi.org/10.12973/ejmste/76956.
Habibi, A., Mukminin, A., Najwan, J., Sofwan, M., Haswindy, S., Marzulina, L., Sirozi, M., & Harto, K. (2018). Investigating EFL classroom management in Pesantren: A case study. The Qualitative Report, 23(9), 2105-2123. https://doi.org/10.46743/2160-3715/2018.3117.
Khairida. (2019). Application of an ethnomathematics-based learning approach in increasing students' interest in learning and cognitive aspects [in Bahasa]. Jurnal Pendidikan Dan Pembelajaran Terpadu, 1(2), 114–24. https://doi.org/10.32696/pgsd.v1i2.365.
Lambert, V. & Lambert, C. (2013). Qualitative descriptive research: An acceptable design. Pacific Rim International Journal of Nursing Research, 16(4):255–256.
Lester, J. N., Cho, Y., & Lochmiller, C. R. (2020). Learning to do qualitative data analysis: A starting point. Human Resource Development Review. https://doi.org/10.1177/1534484320903890.
Mania, S. & Alam, S. (2021). Teachers’ perception toward the use of ethnomathematics approach in teaching math. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 9(2), 282-298. https://doi.org/10.46328/ijemst.1551.
Mauluah, L. & Marsigit, M. (2019). Ethnomathematics for elementary student: Exploration of the learning resources at Kraton Yogyakarta. International Journal of Scientific and Technology Research, 8(7), 776–780. https://www.ijstr.org/final-print/july2019/Ethnomathematics-For-Elementary-Student-Exploration-The-Learning-Resources-At-Kraton-Yogyakarta.pdf.
Meaney, T. & Lange, T. (2012). Learners in Transition Between Contexts. In M. Clements, A. Bishop, C. Keitel, J. Kilpatrick, & F. Leung (Eds.), Third International Handbook of Mathematics Education (pp. 169–201). Springer. https://doi.org/10.1007/978-1-4614-4684-2_6
Mukminin, A., Kamil, D., Muazza, M., & Haryanto, E. (2017). Why teacher education? Documenting undocumented female student teachers’ motives in Indonesia: A case study. The Qualitative Report, 22(1), 309-326. https://doi.org/10.46743/2160-3715/2017.2640.
NCTM. (2020). Curriculum and Evaluation Standars for School Mathematics. United States of America: The National Council of Teachers of Mathematics, Inc.
Nur, S. A., Sukestiyarno, Y. L., & Junaedi, I. (2019). Ethnomathematics in the perspective of mathematics learning problems: Challenges for indigenous students [in Bahasa]. Prosiding Seminar Nasional Pascasarjana UNNES, 1(1), 910–916.
Pathuddin, H., Kamariah, & Ichsan, N. M. (2021). Buginese ethnomathematics: Barongko cake explorations as mathematics learning resources. Journal on Mathematics Education, 12(2), 295–312. https://doi.org/10.22342/jme.12.2.12695.295-312.
Payadnya, I. P. A. A, Jayantika, I. G. A. N. T, & Puspadewi, K. R. (2021). Analysis of students' understanding in solving ethnomathematics problems from the viewpoint of the three-read protocol [in Bahasa]. Jurnal Emasains: Jurnal Edukasi Matematika dan Sains, 11(2), 366-375. https://doi.org/10.5281/zenodo.5672631.
Peni, N. R. (2019). Development framework of ethnomathematics curriculum through realistic mathematics education approach. IOSR-JRME, 9(4), 16–24. https://www.iosrjournals.org/iosr-jrme/papers/Vol-9%20Issue-4/Series-1/B0904011624.pdf.
Prahmana, R. C. I., & D’Ambrosio, U. (2020). Learning geometry and values from patterns: Ethnomathematics on the batik patterns of Yogyakarta, indonesia. Journal on Mathematics Education, 11(3), 439–456. https://doi.org/10.22342/jme.11.3.12949.439-456.
Puspadewi, K. & Putra, I. (2014). Ethnomathematics behind Balinese woven crafts [in Bahasa]. Jurnal Matematika, 4(2), 80 - 89. https://doi.org/10.24843/JMAT.2014.v04.i02.p47.
Rachmawati, I. (2012). Ethnomathematics exploration of Sidoarjo society [in Bahasa]. MATHEdunesa, 1(1). https://doi.org/10.26740/mathedunesa.v1n1.p%25p.
Risdiyanti, I. & Prahmana, R. C. I. (2017). Ethnomathematics: Exploration in Javanese culture. Journal of Physics: Conference Series, 943(1), 012032. https://doi.org/10.1088/1742-6596/943/1/012032.
Romadoni, A. N., & Rudhito, M. A. (2016). Student strategies in working on contextual problems with a realistic mathematical approach on the topic of linear equations in one variable [in Bahasa]. Kreano: Jurnal Matematika Kreatif-Inovatif, 7(1), 82–90. https://doi.org/10.15294/kreano.v7i1.5015.
Simanjuntak, S. D. & Imelda, I. (2018). Student responses to realistic mathematics learning in the context of Toba Batak culture [in Bahasa]. MES: Journal of Mathematics Education and Science, 4(1), 81–88. https://doi.org/10.30743/mes.v4i1.874.
Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26(2), 114–145. https://doi.org/10.2307/749205.
Snounu, Y. (2019). Disability and higher education in Palestine. Journal of Culture and Values in Education, 2(3), 61-78. https://doi.org/10.46303/jcve.03.02.4.
Stewart, J. (2012). Calculus: AP-Edition. Boston: Brooks/Cole, Cengage Learning.
Supiyati, S., Hanum, F., & Jailani. (2019). Ethnomathematics in Sasaknese architecture. Journal on Mathematics Education, 10(1), 47–57. https://doi.org/10.22342/jme.10.1.5383.47-58.
Suryana, A., Anggraeni, W., & Suyahya, I. (2022). An exploratory study on Thai Language tone in an ethnomathematics perspective [in Bahasa]. JKPM (Jurnal Kajian Pendidikan Matematika), 7(2), 181. https://doi.org/10.30998/jkpm.v7i2.12101.
Suryanatha, I. N. A. & Apsari, R. A. (2013). Ethnomathematics: When Mathematics Breathes in Culture [in Bahasa]. Bali: Universitas Pendidikan Ganesha. https://p4mriundiksha.wordpress.com/2013/11/10/etnomatematika/.
Van den Heuvel-Panhuizen, M., Drijvers, P. (2020). Realistic Mathematics Education. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-15789-0_170
Wulantina, E. & Maskar, S. (2019). Development of Mathematics Teaching Material Based on Lampungnese Ethomathematics [in Bahasa]. Edumatica: Jurnal Pendidikan Matematika, 9(2), 71–78. https://doi.org/10.22437/edumatica.v9i02.7493.
Zusmelia & Ariesta (2016). Mathematics in the perspective of indigenous people and indigenous knowledge (The case of the Minangkabau Matrilineal society, a sociological review) [in Bahasa]. Seminar Nasional Matematika dan Pendidikan Matematika (pp. 1-12). Padang: STKIP PGRI Sumatera Barat. https://repo.stkip-pgri-sumbar.ac.id/id/eprint/8262/1/3.%20Matematika%20dalam%20perspektif%20sociology.pdf.