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All Journal Math Educa Journal Journal of English Language and Pedagogy
Nadila, Dila
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Languange, Linguistic, Communication & Media Mathematics

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THE EXPLORATION OF ETHNOMATHEMATICS IN PANDEGLANG TRADITIONAL FOOD Meika, Ika; Nadila, Dila; Yunitasari, Ika
Math Educa Journal Vol 8, No 2 (2024)
Publisher : UIN Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/mej.v8i2.9541

Abstract

Ethnomathematics is a mathematical concept that combines cultural elements such as regional songs, regional dances, traditional games, traditional food, and other cultural heritage into mathematics education. The presence of ethnomathematics can bridge education and culture. Pandeglang is a district in Banten province, which has a variety of cultures, one of which is traditional food. Traditional Pandeglang food contains elements of mathematics if you look at its form. The aim of this research is to explore ethnomathematics in traditional Pandeglang food and make traditional food a source of learning mathematics. As for traditional Pandeglang food, the objects of research are white apem, opak, block cake and pasung cake. This research uses qualitative methods with an emographic approach. The techniques used in data collection were carried out through observation, interviews and documentation. The results obtained from this research show that there are mathematical concepts, namely flat geometric shapes and spatial shapes in traditional Pandeglang food. Thus, traditional Pandeglang food can be used as a source of learning mathematics starting from phase A to phase D, so that learning mathematics becomes more meaningful. for students, because learning resources are often encountered in everyday life.
Using Big Books to Foster English Reading Comprehension for Children nadila, dila; Nuraini, Kristi
JELP Journal of English Language and Pedagogy Vol. 4 No. 1 (2025): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v4i1.3360

Abstract

This study explores using Big Books as a pedagogical tool to improve reading comprehension among elementary school students aged 6-12. Big Books, characterized by their large texts and vivid illustrations, create an engaging learning environment that supports vocabulary acquisition, critical thinking, and reading fluency. By synthesizing findings from 15 previous studies from 2010-2024, this study highlights the effectiveness of Big Books in fostering literacy through interactive and enjoyable reading sessions. The results show that the combination of visual aids and textual elements not only attracts students’ attention but also enhances their ability for reading comprehension, improves vocabulary mastery, and can boost students’ self-confidence. In addition, the interactive nature of Big Book sessions can motivate students to participate actively, which enhances engagement and learning outcomes. This paper underscores the importance of integrating Big Books into the English language teaching curriculum to build a strong literacy foundation for young learners. 
Co-Authors Ika Yunitasari Kristi Nuraini, Kristi Meika, Ika