ETHNOMATHEMATICS: THE CONSTRUCTION OF PEDATI GEDE CIREBON AND THE POTENTIAL OF ITS INTEGRATION IN MATHEMATICS LEARNING

Imam Saparudin; Benny Anggara; Atikah Nuril Huda; Indri Zakiah Awaliyah; Maman Tasman

doi:10.30821/axiom.v12i2.17763

ETHNOMATHEMATICS: THE CONSTRUCTION OF PEDATI GEDE CIREBON AND THE POTENTIAL OF ITS INTEGRATION IN MATHEMATICS LEARNING

Imam Saparudin, Benny Anggara, Atikah Nuril Huda, Indri Zakiah Awaliyah, Maman Tasman

Abstract

This study aims to reveal the mathematical activities in the construction of Pedati Gede Cirebon and the potential for its integration into mathematics learning through ethnomathematics exploration. This study follows a qualitative research method with a qualitative verification research design to obtain a clear picture of the relationship between the technology used and the mathematical activities. The data collection techniques include observation, interviews, and material review. Based on the data collected and analyzed, it was found that mathematical activities can be seen in several depictions of existing technology, especially in the construction of large wheels. The designer of Pedati Gede Cirebon hopes for a large mechanical advantage for energy efficiency when operating it. This mechanical advantage is closely related to the concept of comparison in junior high school mathematics learning, so it can be used as a context for learning the concept of comparison to make it more meaningful. Several other mathematical concepts in the mathematical activities and construction of Pedati Gede Cirebon are the concept of circles and linear equations. The circle is related to the pillars of the wheel as support, while the concept of linear equations is used in determining certain quantities in several sizes available in the construction of Pedati Gede Cirebon.

Keywords

Mathematical Activities; Ethnomatematics; Mathematical Concept; Construction of Pedati Gede Cirebon; Mathematics Learning

Full Text:

PDF

References

Abi, A. M. (2016). Integrasi etnomatematika dalam kurikulum matematika sekolah. JPMI (Jurnal Pendidikan Matematika Indonesia), 1(1), 1–6. https://doi.org/10.26737/jpmi.v1i1.75

Aminah, M., Kusumah, Y. S., Suryadi, D., & Sumarmo, U. (2018). The effect of metacognitive teaching and mathematical prior knowledge on mathematical logical thinking ability and self-regulated learning. International Journal of Instruction, 11(3), 45–62. https://doi.org/10.12973/iji.2018.1134a

Anggara, B. (2019). Desain pembelajaran matematika pada konsep dasar peluang berbasis kearifan lokal Indramayu. JNPM (Jurnal Nasional Pendidikan Matematika), 3(2), 223–237. https://doi.org/10.33603/jnpm.v3i2.2377

Arwanto, A. (2017). Eksplorasi etnomatematika batik trusmi cirebon untuk mengungkap nilai filosofi dan konsep matematis. Phenomenon : Jurnal Pendidikan MIPA, 7(1), 40–49. https://doi.org/10.21580/phen.2017.7.1.1493

Athar, G. A. (2012). Pengembangan pembelajaran matematika dengan pendekatan pendidikan matematika realistik (pmr) berbasis budaya cerita rakyat melayu riau pada kelas 3 sekolah dasar [Thesis,Universitas Negeri Yogyakarta]. http://eprints.uny.ac.id/id/eprint/35047

Bahri, S. (2011). Identifikasi jenis dan berat kendaraan melalui jembatan timbang. Jurnal Inersia, 2(2), 1–5. https://doi.org/10.33369/ijts.2.2.1-5

Barton, B. (2007). Making sense of ethnomathematics: ethnomathematics is making sense. In Stepping Stones for the 21st Century (pp. 225–255). Australia: Brill. https://doi.org/10.1163/9789087901509_014

D’Ambrosio, U. (2001). 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

Faqih, A., Nurdiawan, O., & Setiawan, A. (2021). Pengembangan media pembelajaran multimedia interaktif alat masak tradisional berbasis etnomatematika. Mosharafa: Jurnal Pendidikan Matematika, 10(2), 301–310. https://doi.org/10.31980/mosharafa.v10i2.876

Fatonah, S., & Assingkily, M. S. (2020). Quo vadis materi pesawat sederhana dalam pembelajaran ipa sekolah dasar di era disrupsi. Edu Sains Jurnal Pendidikan Sains & Matematika, 8(1), 46–60. https://doi.org/10.23971/eds.v8i1.1899

Fitriyah, A. T., & Syafi, M. (2022). Etnomatematika pada bale lumbung sasak. Mosharafa: Jurnal Pendidikan Matematika, 11(1), 1–12. https://doi.org/10.31980/mosharafa.v11i1.1050

Gerdes, P. (1994). Reflections on ethnomathematics. For the Learning of Mathematics, 14(2), 19–22. https://eric.ed.gov/?id=EJ502146

Hardiani, N., & Putrawangsa, S. (2019). Etnomatematika: tradisi pengukuran masyarakat suku sasak dan potensi pengintegrasiannya dalam pembelajaran matematika. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 8(1), 159–174. https://doi.org/10.24127/ajpm.v8i1.1814

Karimah, N. I., Kusuma, D. A., & Noto, M. S. (2021). Etnomatematika: analisis sistem geometri pada motif batik trusmi cirebon. Euclid, 8(1), 16. https://doi.org/10.33603/e.v8i1.3690

Kusmawan, W., Turmudi, T., Juandi, D., & Sugilar, H. (2018). Meningkatkan kemampuan berpikir kreatif dan pemecahan masalah matematis siswa madrasah aliyah. Jurnal Analisa, 4(1), 188–198. https://doi.org/10.15575/ja.v4i1.2839

Ma’mun, T. N., & Safari, R. A. O. (2018). Cariyos walangsungsang: transliterasi dan terjemahan. Jakarta: Perpustakaan Nasional Republik Indonesia. https://library.unissula.ac.id/opac/index.php?p=show_detail&id=59893

Marsigit, Condromukti, R., Setiana, D. S., & Hardiarti, S. (2014). Pengembangan pembelajaran matematika berbasis etnomatematika. Prosiding Seminar Nasional Etnomatnesia, 20–38. https://jurnal.ustjogja.ac.id/index.php/etnomatnesia/article/view/2291

Nansha, H., Sachari, A., & Sabana, S. (2021). Symbolic meaning of pedati gede pekalangan cirebon. International Seminar on Innovation in Arts, Resonance of Technology and Science, 2(1), 1–9. https://conference.isi-ska.ac.id/index.php/iicacs/article/view/45

Noto, M. S., Firmasari, S., & Fatchurrohman, M. (2018). Etnomatematika pada sumur purbakala desa kaliwadas cirebon dan kaitannya dengan pembelajaran matematika di sekolah. Jurnal Riset Pendidikan Matematika, 5(2), 201–210. https://doi.org/10.21831/jrpm.v5i2.15714

Rosa, M., Orey, D. C., Wiilfredo V, A., & Gavarrete, M. El. (2016). Current and future perspectives of ethnomathematics as a program. Springer Nature. https://doi.org/10.1007/978-3-319-30120-4

Sucipto, T. (2010). Eksistensi keraton do cirebon kajian persepsi masyarakat terhadap keraton-keraton di cirebon. Patanjala : Jurnal Penelitian Sejarah Dan Budaya, 2(3), 472. https://doi.org/10.30959/patanjala.v2i3.240

Suranny, L. E. (2017). Moda transportasi tradisional jawa. Jurnal Penelitian Arkeologi Papua Dan Papua Barat, 8(2), 217–231. https://doi.org/10.24832/papua.v8i2.189

Susilawati, W., Suryadi, D., & Dahlan, J. A. (2021). The improvement of mathematical spatial visualization ability of student through cognitive conflict. International Electronic Journal of Mathematics Education, 12(2), 155–166. https://doi.org/10.29333/iejme/607

Wulandari, D. A., Kusumah, Y. S., & Priatna, N. (2022). Eksplorasi nilai filosofis dan konseptual matematis pada bagunan keraton kasepuhan cirebon ditinjau dari aspek etnomatematika. Jurnal Cendekia : Jurnal Pendidikan Matematika, 6(3), 2536–2551. https://doi.org/10.31004/cendekia.v6i3.1421

Zulfah, S. (2018). Islamisasi di cirebon: peran dan pengaruh walangsungsang perspektif naskah carios walangsungsang. Jurnal Tamaddun : Jurnal Sejarah Dan Kebudayaan Islam, 6(1), 172–201. https://doi.org/10.24235/tamaddun.v6i1.3270

DOI: http://dx.doi.org/10.30821/axiom.v12i2.17763