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All Journal JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Digdayana, Infiks Unggul
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Mathematics

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Integrating the traditional game of Bola Bekel into mathematics education: A culturally relevant context for teaching LCM and GCD Digdayana, Infiks Unggul; Prahmana, Rully Charitas Indra; Pepkolaj, Lekë
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 3 July 2024
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v9i3.10687

Abstract

The integration of cultural heritage into mathematics education remains underexplored in the Indonesian educational context, where existing mathematics curricula often overlook the pedagogical potential of local cultural artifacts in contextualizing abstract mathematical concepts. This gap highlights the need for innovative instructional approaches that bridge mathematical understanding with culturally relevant contexts. This study addresses this issue by investigating the mathematical structures embedded in the traditional Indonesian game Bola Bekel, with a particular focus on its potential to represent the concepts of Least Common Multiple (LCM) and Greatest Common Divisor (GCD). The primary objective of this research is to explore the historical value of the game and analyze how its inherent mathematical elements can be leveraged to teach LCM and GCD in a more meaningful and contextualized manner. Employing an ethnographic approach, data were collected through visual documentation, direct observation, semi-structured interviews, and literature review. The findings reveal that bola bekel not only embodies historical and character-building values but also provides a culturally grounded medium for the representation and understanding of key mathematical concepts. These results underscore the potential of traditional games as effective and contextually rich tools in mathematics instruction. This study contributes to the development of culturally responsive teaching strategies aimed at enhancing students' comprehension and motivation in learning mathematics through the meaningful integration of local cultural heritage.
Co-Authors Pepkolaj, Lekë Rully Charitas Indra Prahmana