<![CDATA[Farming culture is a social practice rich in local knowledge and ethnomathematical elements contained in each stage of rice cultivation, as well as analysing its relevance to contextual mathematics learning. The research used qualitative methods with an ethnographic approach through field observations, in-depth interviews, and documentation of farmers who were directly involved in all aspects of rice cultivation, including the forms of mathematical reasoning that arose naturally from the community's experience in cultivating rice fields. However, the potential of mathematics in the agricultural culture of Bareng Subdistrict, Jombang Regency, has not been widely explored as a source of learning in primary schools. This study aims to identify and describe the agricultural process. Data analysis was carried out through the stages of reduction, presentation, and interactive conclusion drawing. The results of the study show that every agricultural activity, from ngluku, nggebyok, nandur, ngopeni, to harvesting, contains mathematical concepts such as measurement, estimation, comparison, row-column patterns, symmetry, proportionality, division of space, work rhythm, and frequency calculation. These concepts are applied intuitively and are not expressed in formal mathematical language, but are reflected through the actions and work strategies of farmers. This study concludes that the farming culture of the Bareng community has strong potential as a learning resource for developing numeracy. ABSTRAK Budaya bercocok tanam merupakan salah satu praktik sosial yang kaya akan pengetahuan lokal, unsur-unsur etnomatematika yang terkandung dalam setiap tahapan bercocok tanam padi, serta menganalisis relevansinya bagi pembelajaran matematika kontekstual. Penelitian menggunakan metode kualitatif dengan pendekatan etnografi melalui observasi lapangan, wawancara mendalam, dan dokumentasi terhadap petani yang terlibat langsung dalam seluruh termasuk bentuk-bentuk penalaran matematis yang muncul secara alami dari pengalaman masyarakat dalam mengolah sawah. Namun, potensi matematika dalam budaya pertanian di Kecamatan Bareng, Kabupaten Jombang, belum banyak dieksplorasi sebagai sumber pembelajaran di sekolah dasar. Penelitian ini bertujuan mengidentifikasi dan mendeskripsikan proses pertanian. Analisis data dilakukan melalui tahap reduksi, penyajian, dan penarikan kesimpulan secara interaktif. Hasil penelitian menunjukkan bahwa setiap aktivitas pertanian mulai dari ngluku, nggebyok, nandur, ngopeni, hingga panen mengandung konsep matematika seperti pengukuran, estimasi, perbandingan, pola baris kolom, simetri, proporsionalitas, pembagian ruang, ritme kerja, dan perhitungan frekuensi. Konsep-konsep ini diterapkan secara intuitif dan tidak dinyatakan dalam bahasa matematika formal, tetapi tercermin melalui tindakan dan strategi kerja petani. Penelitian ini menyimpulkan bahwa budaya bertani masyarakat Bareng memiliki potensi kuat sebagai sumber belajar untuk mengembangkan numerasi siswa melalui pembelajaran berbasis konteks yang dekat dengan kehidupan mereka. ]]>
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