Gastrolinguistic and Ethnomathematical Analysis of Pecel Madiun as a Contextual Resource for Culture-Based Mathematics Learning

Addy Septyawan (Universitas Sebelas Maret)
Anis Umi Khoirotunnisa (IKIP PGRI Bojonegoro)
Swasti Maharani (Universitas PGRI Madiun)
Rahmi Hidayati (Universitas Borneo Lestari)
Ardhi Sanwidi (Universitas Nahdlatul Ulama Blitar)
Fatriya Adamura (Universitas PGRI Madiun)

Jurnal Pendidikan Terapan
Vol 4, No 4 September (2026)

Purpose: This study aims to analyze the gastrolinguistic and ethnomathematical elements embedded in Pecel Madiun and explore their potential integration as a contextual resource for culture-based mathematics learning. The study addresses the limited use of local culinary culture as a learning resource despite its rich linguistic, cultural, and mathematical values. Methods: This study employed a descriptive qualitative approach using linguistic and mathematical ethnographic perspectives. Data were collected through observations, in-depth interviews, and documentation involving approximately 15 participants, consisting of Pecel Madiun sellers, spice makers, cultural practitioners, mathematics teachers, and junior high school students in Madiun, East Java, Indonesia. Data were analyzed using the interactive model of data reduction, data display, and conclusion drawing. Findings: The analysis identified various gastrolinguistic elements reflected in culinary terminology, symbolic meanings, and procedural language associated with Pecel Madiun. In addition, ethnomathematical elements were found in traditional measurement practices, proportional reasoning, geometric arrangements, and procedural patterns used in the preparation and presentation of the dish. The findings reveal the potential of integrating gastrolinguistic and ethnomathematical perspectives to provide meaningful cultural contexts for mathematics learning and to support the development of students’ cultural literacy. Research implications: The findings suggest that local culinary traditions can be utilized as contextual resources in designing culture-based mathematics learning materials and curriculum enrichment programs. However, this study is limited to the descriptive identification of gastrolinguistic and ethnomathematical elements within the context of Pecel Madiun and does not evaluate their effectiveness in classroom implementation. Future studies are recommended to develop and empirically test learning models derived from these findings in broader educational settings. Originality: This study contributes to the literature by integrating gastrolinguistic and ethnomathematical perspectives in the analysis of a traditional culinary practice, offering a novel interdisciplinary framework for culture-based mathematics education.