Ethnomatematika One Sa’o pada rumah adat masyarakat Wogo, Kabupaten Ngada

Aleksius Madu; Juliana Mehelina Herlince Nenohai; Ofirenty Elyada Nubatonis; Magdalena Wangge; Irna Sensiana Karlina Blegur

doi:10.26877/aks.v14i3.16661

Ethnomatematika One Sa’o pada rumah adat masyarakat Wogo, Kabupaten Ngada

Aleksius Madu, Juliana Mehelina Herlince Nenohai, Ofirenty Elyada Nubatonis, Magdalena Wangge, Irna Sensiana Karlina Blegur

Abstract

Rumah adat masyarakat Wogo, Desa Ratogesa, Kecamatan Golewa, Kabupaten Ngada merupakan warisan budaya yang dijaga keasliannya hingga saat ini. Selain menjadi tempat wisata yang menarik, deretan rumah adat di kampung Wogo juga memuat konsep-konsep matematika, salah satunya yaitu bentuk rumah adat yang memuat konsep geometri dan konsep lainnya. Penelitian ini bertujuan mengidentifikasi etnomatematika pada rumah adat masyarakat Wogo dan mendeskripsikan konsep matematika serta menyusun perangkat pembelajaran untuk konsep matematika yang ditemukan pada budaya rumah adat masyarakat Wogo. Penelitian ini merupakan penelitian kualitatif dengan pendekatan etnografi, untuk memperoleh gambaran dan analisis mendalam tentang eksplorasi ethnomatematika pada rumah adat masyarakat Wogo melalui wawancara, observasi, dan dokumentasi. Subyek penelitian sebanyak 6 orang yang merupakan tokoh masyarakat kampung Wogo. Prosedur penelitian yang digunakan adalah prosedur etnografi yang berkaitan dengan hasil penelitian lapangan secara langsung. Data yang diperoleh selanjutnya dianalisis untuk mendeskripsikan temuan berupa identifikasi konsep mathematika yang dapat diimplementasikan dalam pembelajaran di sekolah. Hasil penelitian ini dapat dipahami bahwa dalam bentuk rumah adat one sa’o masyarakat Wogo terdapat konsep matematika yaitu konsep geometri dan konsep pengukuran yang dapat ditransfer ke dalam pembelajaran matematika di sekolah

Full Text:

PDF

References

Adam, S. (2004). Ethnomathematical ideas in the curriculum. Mathematics Education Research Journal, 16(2), 49-68 https://doi.org/10.1007/BF03217395

Ajmain, Herna, & Sitti, I. M.(2020).Implementasi Pendekatan Etnomatematika Dalam Pembelajaran Matematika. Jurnal Pendidikan Matematika (SIGMA),12(1),45-54. https://journal.unismuh.ac.id/index.php/sigma/article/view/3910

Azmi, A. M. (2020). Ka Sa’o: Daur Hidup Rumah Adat Ngadha (Dokumenter, 2019). https://youtu.be/a9dEKfglxRA

Barajas lópez, F. (2018). Toward Indigenous Making and Sharing : Implications for Mathematics Learning. In Annual Perspectives in Mathematics 2018: Rehumanizing Mathematics for Black, Indigenous, and Latinx Students (pp. 13–22). NCTM Inc.

Beldo, Les.(2010). Concept of Culture. In 21st Century Anthropology: A Reference Handbook, 144-152. Thousand Oaks, CA: SAGE Publications, Inc.

Brodie, K. (2007). Teaching with conversations: Beginnings and endings. For the Learning of Mathematics, 27(1), 17-23. https://flm-journal.org/Articles/A015BBE314B3CE556B44C154BFE42.pdf

Brown, N., McIlwraith. T., & González, L.T. (2020). Perspectives: An Open Introduction To Cultural Anthropology,2nd Edition. American Anthropological Association 2300 Clarendon Blvd, Suite 1301 Arlington, VA 22201. http://perspectives.americananthro.org/

Busrah, Z., & Pathuddin, H. (2021). Ethnomathematics: Modelling the volume of solid of revolution at Buginese and Makassarese traditional foods. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 6(4), 331-351. https://doi.org/10.23917/jramathedu.v6i4.15050

Chazan, D., & Ball, D. L. (1999). Beyond being told not to tell. For the Learning of Mathematics, 19(2), 2-10. https://flm-journal.org/Articles/6121B49CE01DE2D74FD46D4B58B6AA.pdf

D’Ambrosio, U., & Rosa, M. (2017). Ethnomathematics and its pedagogical action in mathematics education. In Ethnomathematics and its diverse approaches for mathematics education (pp. 285-305). Springer, Cham.

Daga, A. T. (2021). Makna Merdeka Belajar dan Penguatan Peran Guru di Sekolah Dasar. Jurnal Educatio FKIP UNMA, 7(3), 1075–1090. https://doi.org/10.31949/educatio.v7i3.1279

Daniel E, Towfigh N.H.,& Knafo A. (2013). School Values Across Three Cultures: A Typology and Interrelations. SAGE Open Journal, p. 1-16. https://doi.org/10.1177/2158244013482469

Ejimabo, N. O. (2015). The Effective Research Process: Unlocking The Advantages Of Ethnographic Strategies In The Qualitative Research Methods. European Scientific Journal, ESJ, 11(23). Retrieved from https://eujournal.org/index.php/esj/article/view/6090

Fajriyah, E. (2018). Peran Etnomatematika Terkait Konsep Matematika dalam Mendukung Literasi. PRISMA, Prosiding Seminar Nasional Matematika, 1, 114-119. Retrieved from https://journal.unnes.ac.id/sju/index.php/prisma/article/view/19589

Gerdes P. (1994). Reflections on mathematics. Vol 14 Chapter 2, 19-22. https://flm-journal.org/Articles/1CC7C4A1B63D66ADF10C6D5AE98E58.pdf

Hariastuti, R.M. (2017). Permainan Tebak-Tebak Buah Manggis: Sebuah Inovasi Pembelajaran Matematika Berbasis Etnomatematika. Jurnal Matematika dan Pendidikan Matematika, 2 (1), 25-35. https://doi.org/10.26594/jmpm.v.2i1.776.

Macasaet, Grace Minerva Q., &Teodoro M. Maranan. (2015). Cultural Values in Selected Southeast Asian Countries As Reflected in Representative Short Stories: Comparative Study, International Journal of Sciences, 4(10), 58-141. https://doi.org/10.18483/ijSci.631

Mahpudin, M., & Sunanto, L. (2019). Ethnomathematics An Alternative In The Development Of Multicultural Education At The Primary School. Social, Humanities, and Educational Studies (SHES): Conference Series, 1(2), 269-273. http://dx.doi.org/10.20961/shes.v1i2.26872

Miles, Mathew B., dan A. Michael Huberman. (1994). An Expanded Sourcebook: Qualitative Data Analysis. London: Sage Publications.

Misdiatun, Suyahmo, & Suwito, E.P. (2019).Implementation of Local Function Value Nggahi Rawi Pahu in Public Junior School 3 Sanggar Bima, Nusa Tenggara Barat District. Journal of Educational Social Studies 8 (1), 53 – 59. https://doi.org/10.15294/jess.v8i1.31233.

Nakano, T. D. C., & Weschsler, S. M. (2018). Creativity and Innovation: Skills For the 21st Century. Estudos de Psicologia (Campinas), 35(3), 237–246. https://doi.org/10.1590/1982-02752018000300002

Ogunkunle, R. A., & George, N. R. (2015). Integrating Ethnomathematics Into Secondary School Mathematics Curriculum For Effective Artisan Creative Skill Development. European Scientific Journal, ESJ, 11(3). Retrieved from https://eujournal.org/index.php/esj/article/view/5013

Orey, D. C. (2000). The ethnomathematics of the Sioux tipi and cone. In H. Selin (Ed.), Mathematics across culture: the History of non-Western mathematics (pp.239-252). Dordrecht, Netherlands: Kulwer Academic Publishers.

Orey, D. C., & Rosa, M. (2006). Ethnomathematics: Cultural assertions and challenges towards pedagogical action. The journal of Mathematics and Culture, 1(1), 57-78. https://flm-journal.org/Articles/7E5EFFA4B24CB97110973C060200F3.pdf

Owens, K. (2012). Identity and Ethnomathematics Projects in Papua New Guinea An Ecocultural Pedagogy of Mathematics. In Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia (pp. 586–593).Singapore: MERGA.

Redhana, I. W. (2019). Mengembangkan Keterampilan Abad Ke-21 Dalam Pembelajaran Kimia. Jurnal Inovasi Pendidikan Kimia, 13(1), 2239–2253. https://doi.org/10.15294/jipk.v13i1.17824

Rosa, M., & Orey, D. C. (2011). Ethnomathematics: The cultural aspects of mathematics. Revista Latinoamericana de Ethnomatica, 4(2), 32-54. https://revista.etnomatematica.org/index.php/RevLatEm/article/view/32

Russell, G. (2017). Indigenous students in relation to mathematics and ethnomathematics. In Transreform Radical Humanism (pp. 191-199). Sense Publishers, Rotterdam

Sarwoedi, Desi Okta Marinka, Peni Febriani, I nyoman Wirne. (2018). Efektifitas Etnomatematika dalam Meningkatkan Kemampuan Pemahaman Matematika Siswa. Jurnal Pendidikan Matematika Raflesia. 3 (2),171-176. https://ejournal.unib.ac.id/index.php/jpmr

Scott Reeves, Jennifer Peller, Joanne Goldman & Simon Kitto (2013) Ethnography in qualitative educational research: AMEE Guide No. 80, Medical Teacher, 35(8), e1365-e1379, https://doi.org/10.3109/0142159X.2013.804977

Taneo, M. & Madu, A. (2022). Implementation of the Tradition of Tying Corn in Learning. Journal of Culture and Values in Education, 5(2), 99-113. https://doi.org/10.46303/jcve.2022.22.

Tibahary, A. R., & Muliana. (2018). Model-Model Pembelajaran Inovatif. Scolae: Journal of Pedagogy, 1(1), 54–64. https://doi.org/10.56488/scolae.v1i1.12

Tony Bennett. (2015). Cultural Studies and the Culture Concept, Cultural Studies, 29(4),546-568. https://doi.org/10.1080/09502386.2014.1000605.

Umbara, U., Wahyudin, W., & Prabawanto, S. (2021). How to predict good days in farming: ethnomathematics study with an ethnomodelling approach. Journal of Research and Advances in Mathematics Education, 6(1), 71-85. https://doi.org/10.23917/jramathedu.v6i1.12065.

Weldeana, H. N., (2016). Ethnomathematics in Ethiopia: Futile or Fertile for Mathematics Education? Momona Ethiopian Journal of Science 8(2), 146-167. https://doi.org/10.4314/mejs.v8i2.4.

Widayati, E.W.(2022).Pembelajaran Matematika di Era “Merdeka Belajar”, Suatu Tantangan bagi Guru Matematika. SEPREN: Journal of Mathematics Education and Applied, 14 (1), 1-10. https://jurnal.uhn.ac.id/index.php/sepren/article/view/770/366

White, D. Y. (2003). Promoting productive mathematical classroom discourse with diverse students. Journal of Mathematical Behavior, 22(1), 37-53. https://doi.org/10.1016/S0732-3123(03)00003-8.

Yang, B., Wang, Y., & Drewry, A.W. (2006). Exploring the Effects of Cultural Values and Beliefs on Cross-Cultural Training. University of Minnesota Press. p.210-217. https://files.eric.ed.gov/fulltext/ED492668.pdf.

Zaenuri, Dwidayati, N., Suyitno, A. (2018). Pembelajaran Matematika Melalui Pendekatan Etnomatematika (Studi Kasus Pembelajaran Matematika di China.UNNES Press. Pp. 1-53. http://lib.unnes.ac.id/43191/

Zhang, W., & Zhang, Q. (2010). Ethnomathematics and its integration within the mathematics curriculum. Journal of Mathematics Education, 3(1), 151-157. https://www.educationforatoz.com/images/_12_Weizhong_Zhang_and_Qinqiong_Zhang.pdf

DOI: https://doi.org/10.26877/aks.v14i3.16661