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All Journal Journal of Honai Math
Dwi Astuti
Mathematics Education Department, Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Education Mathematics Social Sciences

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Mathematical reasoning in Jemparingan: An ethnographic study of ratio, acute angles, and integer operations in a Javanese archery tradition Novia Ahlul Janah; Dwi Astuti; Rully Charitas Indra Prahmana
Journal of Honai Math Vol. 9 No. 1 (2026): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v9i1.1247

Abstract

Traditional cultural practices have become a major focus in the study of ethnomathematics. However, there is still relatively little empirical research that systematically identifies the mathematical concepts embedded in traditional Javanese games. Therefore, this study aims to identify and analyze the mathematical concepts embedded in Jemparingan, a traditional Yogyakarta archery game, and to examine its relevance to mathematics learning. This research employed a qualitative ethnographic approach. Data were collected through participatory observation, field documentation, and semi-structured interviews with Jemparingan practitioners. The data was analyzed using thematic analysis, which includes data organization, in-depth reading and data recording, coding, and data interpretation. The findings revealed three mathematical concepts: proportional relationships in equipment measurement, acute angles in bow positioning, and integer operations in score calculation. These patterns are closely associated with the Javanese philosophy of hening-hening (inner calmness), which emphasizes calmness and balance. Overall, this study contributes to ethnomathematics by providing empirical evidence that traditional games can function as authentic representations of mathematical thinking while supporting appreciation of local cultural heritage. These findings encourage educators to consider the integration of local culture into more meaningful mathematics instruction.
Culturally responsive mathematics education: Utilizing the traditional Paser game as a promising context in teaching probability and statistical concepts Nada Auliya Rahmah; Rully Charitas Indra Prahmana; I Putu Ade Andre Payadnya; Dwi Astuti
Journal of Honai Math Vol. 8 No. 3 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i3.1063

Abstract

Despite the growing recognition of ethnomathematics in enriching student learning experiences, few studies have explored the mathematical content, particularly probability and statistics, embedded within specific indigenous Javanese games. This research addresses this oversight by focusing on the traditional game of Paser, an ancestral practice from Yogyakarta, offering a unique empirical bridge between local cultural philosophy and advanced mathematical concepts. The study aims to systematically identify and analyze the representations of probability and statistical reasoning inherent in the Paser gameplay. Data were rigorously gathered through ethnographic methods, specifically using participant observation, documentation, and semi-structured interviews with cultural practitioners. The findings demonstrate that Paser effectively integrates elements of probability, statistical distribution, and symbolic meaning. A key discovery is the profound link between the Javanese philosophy of hening-hening (inner calm) and an intuitive strategic approach to managing statistical variability, showcasing a deep integration of cultural values and mathematical reasoning. These insights highlight Paser's substantial potential as a contextual medium for developing culturally responsive mathematics education. By situating probability and statistics within a familiar cultural practice, this study not only contributes significantly to the ethnomathematics literature but also provides a tested model for strengthening students' appreciation of their cultural heritage alongside their mathematical literacy.
Co-Authors I Putu Ade Andre Payadnya Nada Auliya Rahmah Novia Ahlul Janah Rully Charitas Indra Prahmana Rully Charitas Indra Prahmana