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INDONESIA
Ethnomathematics Journal
Published by Universitas Negeri Yogyakarta
ISSN : 27989755     EISSN : 27763676     DOI : https://doi.org/10.21831/
Core Subject : Education, Art, Social,
Arts Education Mathematics Social Sciences Other
Ethnomathematics Journal is an open access - international journal that provides a forum for publishing research reports, theoretical review, ideas, or innovation of mathematics education including ethnomathematics referring to the works of DAmbroisio and the colleagues. This journal is designed and devoted to lectures, researchers, school teachers, teacher educators, as well as university students who want to publish their original works or thoughts. Besides regular writers, the journals will also invite contributors who are experts in mathematics education either from Indonesia or abroad.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 5 Documents
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Search results for , issue "Vol 2, No 2 (2021): September" : 5 Documents clear
Teachers’ perceptions of ethnomathematics in Sorong Regency, West Papua Bambang Heriyanto; Heny Sri Astutik
Ethnomathematics Journal Vol 2, No 2 (2021): September
Publisher : Universitas negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (40.212 KB) | DOI: 10.21831/ej.v2i2.41134

Abstract

The purpose of this study was to describe the knowledge of teachers in Sorong Regency on the concept of ethnomathematical approach, the role of ethnomathematical approach, the implementation of the ethnomathematical approach, the implementation characteristics of ethnomathematical approach, and ethnomathematics knowledge of West Papua. This is qualitative research with qualitative descriptive methods. Data were collected using a questionnaire distributed through Google Form. The study selected several teachers as the research respondents to answer the existing problems in accordance with the research objectives. The results showed that in terms of conceptual knowledge, most teachers had been aware of ethnomathematics and had known the purpose of the ethnomathematical approach, but they had no idea about the principles, advantages, and weaknesses of the ethnomathematical approach. Judging from the role of the ethnomathematical approach, most teachers stated that ethnomathematics helped guide students in their learning, helped students appreciate unexpected useful discoveries, helped them to reflect from their learning and provided them with opportunities to collect information needed to solve math problems, think logically, consistently, systematically, and to take notes carefully. As seen from the implementation of the ethnomathematical approach, most of the teachers had never implemented the ethnomathematical approach in the classroom, and they had no idea about the principles of implementation, ethnomathematical learning strategies, ethnomathematical learning resources, and management of the learning environment in ethnomathematics approach. Based on the implementation characteristics of the ethnomathematical approach, most teachers had no idea about the instruments, content, and cooperation in ethnomathematics learning. Meanwhile, in terms of ethnomathematics knowledge, most of the West Papuan teachers had never heard of the application of ethnomathematical learning using sero kokas, traditional Papuan Tifa tools, Papuan bow and arrow, Papuan noken, and ethnomathematical artifacts from Papua for classroom learning.
Problem of students of elementary school teacher program in creating ethnomathematic-based lesson plan of Kraton Yogyakarta: A case study Luluk Mauluah; Eka Cahya Sari Putra
Ethnomathematics Journal Vol 2, No 2 (2021): September
Publisher : Universitas negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v2i2.39995

Abstract

The lesson plan serves as an essential learning guide in the learning implementation. To improve the learning quality, lesson plans are generally developed based on some particular learning models, strategies, media, materials, and philosophies. Ethnomathematics is a recently developed learning model, and thus the development of ethnomathematics-based lesson plans to introduce and encourage cultural awareness is still not widely practiced. This research aims to reveal students' problems and difficulties in preparing ethnomathematics-based lesson plans, and the characteristics of lesson plans related to ethnomathematics. The experience of 10 students of the Elementary School Teacher Education (PGSD) program at Universitas Negeri Yogyakarta (UNY) about the difficulties in creating an ethnomathematics-based lesson plan is used as a case study. The in-depth interviews revealed the following difficulties of these students in preparing a lesson plan: syntax, methods, and models, with the extent to which ethnomathematics should be presented in the lesson plan being the most essential problem.
Development of an ethnomathematics-based digital flipbook module for least common multiple and greatest common divisor in the fourth grade of elementary school Meita Fitrianawati; Tika Setiyawati
Ethnomathematics Journal Vol 2, No 2 (2021): September
Publisher : Universitas negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v2i2.42699

Abstract

Indonesian school-age children generally have lower mathematics competence compared to those of other countries. One of the ways to solve this problem is through the introduction of the ethnomathematics approach associated with everyday life and culture. This study aims to develop and determine the quality and feasibility of the digital flipbook module with an ethnomathematics approach for the greatest common divisor and least common multiple materials for the fourth grade of elementary school. The data were collected through a questionnaire with quantitative and qualitative analysis. This study indicates that the current research and development has achieved the expected quality of the digital flipbook module, which has been validated by media, language, material, and learning experts. The score resulting from media validation was 84.4, the material expert was 84, linguists was 76, and learning expert was 88, and thus the average assessment of this module was 83.2, which is classified as a very good category. In terms of priorities, with limited trials, the assessment score of the teacher’s response was in the good category with 92, and the average score of student assessment was 94 or in a good category. The average assessment from expert validators, teachers, and students was 86.46, which was classified in a very good category. Thus, the digital flipbook module with an ethnomathematics approach for least common multiple (KPK) and greatest common divisor (FPB) materials developed by researchers is suitable for use in learning.
Learning the concept of two-dimensional figure through Borobudur artifacts for lower graders of elementary school mathematics Azamul Fadhly Noor Muhammad; Marsigit Marsigit; Soeharto Soeharto
Ethnomathematics Journal Vol 2, No 2 (2021): September
Publisher : Universitas negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v2i2.39885

Abstract

Important changes in mathematics teaching need to be made to accommodate the constantly changing students’ demography in the lower grades of Elementary Schools, particularly in mathematics competence. Teachers must contextualize mathematics learning by linking mathematics content to the culture and real-life experiences of low-grade students at the Elementary School level. Mathematical concepts taught in elementary schools shall be relevant with students' personal experiences in everyday life. Throughout history, mathematics has been widely used by different groups in a variety of ways. Arithmetic and geometry are used to meet the daily needs of society, both culturally and socially. Ethnomathematics is defined as the way people from different cultures use mathematics in their daily lives. Elementary school students are only required to learn the concept of simple two-dimensional figure in their mathematics learning. Some complexities in this topic are related to the way to deal with irregular shape of two-dimensional figures or the different length of the sides, which can actually be solved through the removal or addition of the different parts of the shape to resemble the main shape.
Development of ethnomathematics-based learning tools to achieve mathematical literacy skills of junior high school students Anisa Mita Ristanti; Nila Mareta Murdiyani
Ethnomathematics Journal Vol 2, No 2 (2021): September
Publisher : Universitas negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v2i2.43302

Abstract

The purpose of this research is to develop an ethnomathematics-based learning tool to achieve mathematical literacy skills of junior high school students with valid, practical, and effective qualifications on polyhedron subjects. This research used a mixed research method with ADDIE research development procedures. This study involved the eighth graders of SMP Negeri in Wonosobo Regency, Centra1 Java as the research objects. The research instruments were validation sheets, student response questionnaires, observation sheets of learning implementation, and test questions of mathematical literacy skills. The results showed that: 1.) The learning tool was declared valid, indicated by the result of the lesson plan assessment obtaining a score of 120, which was classified in the very good criteria, and the results of the student worksheet assessment obtaining a score of 159, which was included in the very good criteria; 2.) The learning tool was declared practical as indicated by the score on the student response questionnaire of 65,13, which was included in the good criteria. The percentage of learning implementation was of 89%, included in the very good criteria; and 3.) The learning tool was declared effective as indicated by an increase in students’ pretest and posttest scores, from 64,22 to 83,67, and 84% of students’ completeness on the posttest, having met the minimum criteria of good.

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