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Gedung Jurusan Pendidikan MIPA FKIP Program Studi Pendidikan Matematika Jl. Ir. M. Putuhena, Kampus Universitas Pattimura Poka-Ambon, Maluku, Indonesia
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Jurnal Pendidikan Matematika (Jupitek)
Published by Universitas Pattimura
ISSN : 26552841     EISSN : 26556464     DOI : https://doi.org/10.30598/jupitekvol3iss1year2020
Core Subject : Education,
Education Mathematics
JUPITEK : Journal of Mathematics Education is one of the scientific media publications, which publishes the article related to research in the field of Mathematics Education and learning.
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Articles 111 Documents
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Ethnomathematical Exploration of Two-Dimensional Shapes in Banten Batik Motifs Nirmalasari, Dinar; Rofiroh, Rofiroh
Jurnal Pendidikan Matematika (JUPITEK) Vol 8 No 2 (2025): in Progress
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol8iss2pp90-105

Abstract

Indonesia is currently implementing an independent curriculum that emphasizes contextual, differentiated, and learner-centered instruction grounded in students’ cultural environments. Integrating local heritage, such as batik, aligns with these principles and allows students to recognize mathematics as part of their everyday experiences rather than a detached school subject. Typical Banten batik, therefore, holds strong potential as a medium for teaching geometry. This study aims to identify and analyze the plane shapes embedded in Banten batik motifs. A descriptive qualitative method with an ethnographic approach was employed. Data were collected through literature review, interviews, and direct observations of Banten batik, and were analyzed using domain and taxonomic techniques to classify and interpret geometric features. The findings show that Banten batik motifs contain plane geometric elements that represent mathematical concepts naturally embedded in local culture, demonstrating clear connections with flat shapes. The study highlights the significant potential of ethnomathematics-based learning, enabling teachers to connect formal mathematics with students’ cultural knowledge, promote meaningful learning, and strengthen students’ cultural identity and pride.

Page 12 of 12 | Total Record : 111

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