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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
 1 
Search results for , issue "Vol 3, No 1 (2022): March" : 5 Documents clear
Batik Jlamprang with Koch snowflake and Koch anti-snowflake fractal geometry using Desmos Tri Sedya Febrianti; Fakhrunnisa Cahya Afifi
Ethnomathematics Journal Vol 3, No 1 (2022): March
Publisher : Universitas negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v3i1.48775

Abstract

Batik Jlamprang is a cultural heritage from Pekalongan. This batik motif has a round shape and floral ornaments. The motif of batik Jlamprang is similar to the Koch snowflake. Mathematically, batik Jlamprang can be categorized as one of the shapes of fractal geometry. There are many known shapes of fractals, some of which are Koch snowflake and Koch anti-snowflake. The difference between Koch snowflake and Koch anti-snowflake lies in the fractal generation process. Koch anti-snowflake is the opponent of Koch snowflake. The main step of the generation process is done to develop the Koch snowflake and Koch anti-snowflake function formulas, followed by iterations. The making of the batik motif is originally carried out traditionally, which has disadvantages in terms of time and cost. However, this study proposes that the motif of batik Jlamprang can be designed mathematically with the help of Desmos software. This will definitely shorten the production time and reduce production costs. The Desmos software was chosen because it has several advantages, including easy to operate via a mobile phone or a computer. This paper examines the function formulas, iterations, and application of Koch snowflake and Koch anti-snowflake fractal geometry in designing batik Jlamprang assisted by Desmos. The method used was literature review by collecting several relevant sources. The fractal generation process produced the function formulas of Pn (perimeter) and An or Sn (area) which are necessary for designing the batik Jlamprang motif. The visualization process was carried out on Desmos, followed by geometric transformation and cloning to produce the batik Jlamprang motif as desired.
Ethnomathematics in the culture of mountain rice farming of the Dayak Kanayatn community Yudiani Linling; Nuryadi Nuryadi
Ethnomathematics Journal Vol 3, No 1 (2022): March
Publisher : Universitas negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v3i1.48725

Abstract

Rice is the staple food for people in West Kalimantan. One of the regions with rice farming culture is the Tunang village in Mempawah Hulu sub-district, Landak district, West Kalimantan, which is influenced by the habits of the population and geographical location. There are a series of processes for growing rice in the village that are inseparable from culture and can be linked to mathematics (ethnomathematics). The objective of this study is to identify the ethnomathematics of the cultivation of mountain rice or moton rice in the Dayak Kanayatn tribe, especially the Dayak Ahe tribe. This study uses a qualitative approach with a descriptive method. Data collection techniques include literature studies, surveys, and interviews. The results show that rice farming activities in the Dayak Ahe community include clearing the land (nabas uma), cutting down trees (nabang), burning the field (nunu uma), cleaning the field after the burning (marasehan uma), sowing (nugal uma), weeding (ngarumput uma), and harvesting the rice (bahanyi). These processes are accompanied with a series of ritual ceremonies, namely nabo’ panyugu nagari, nabo’ panyugu tahutn/naik dango, ngawah, batanam padi (which consists of ngalabuhatn, ngamalo lubakng tugal, and ngiliratn panyakit padi), ngaladakng buntikng padi, ngabati’, and ngaleko. There are ethnomathematics values contained in the ceremonies, namely points and lines, three-dimensional figures, two-dimensional shapes, counting, and symmetry of shape.
Beteng Cepuri as ethnomathematics of elementary schools Aziz Murof Suharyanto; Dafid Slamet Setiana; Ana Fitrotun Nisa; Muhammad Irfan
Ethnomathematics Journal Vol 3, No 1 (2022): March
Publisher : Universitas negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v3i1.46122

Abstract

Ethnomathematics objects can be found in artifacts in the form of historical buildings. One of the historical buildings in Kotagede, Yogyakarta, Indonesia, is the Beteng Cepuri fortress. The purpose of this research is to conduct an exploration of any mathematical concepts contained in Beteng Cepuri that can be used as a source of learning mathematics as an effort to develop ethnomathematics for learning elementary school mathematics. The researchers invited the fifth-graders of an elementary school in Kotagede, nearby the Cepuri Beteng, to explore and learn mathematical concepts. The results show that there is a relationship between the construction of the fort building and the concept of geometry in several parts of the Cepuri Beteng. The sections are in the form of cuboids and rectangles. Taking the students to visualize the artifacts may assist them to build 3D shape recognition. It can be concluded that ethnomathematics is able to create a very good interest in learning followed by concept acquisition.
Studying mathematics around Keraton Yogyakarta Luluk Mauluah
Ethnomathematics Journal Vol 3, No 1 (2022): March
Publisher : Universitas negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v3i1.40000

Abstract

Studying mathematics in elementary school using cultural resources can make the learning process more meaningful. Students can explore learning resources for mathematics at the Yogyakarta Palace while getting to know the local culture. Learning resources that can be used for elementary school mathematics learning include gunungan sekaten, batik, the Bangsal Manganti hall, the stairs at the palace, etc. Based on the analysis carried out by the researcher, the identified learning resources at the Kraton can be used for Grades 1 to 6. From D’Ambrosio's theory of classification of ethnomathematics activities, there are 5 categories of learning resources in the Palace, including counting, weighing, measuring, ordering and classifying which can be used in elementary school mathematics learning.
Kambuik Kuantan Singingi culture for realistic mathematics education approach Aulia Isroi; Suripah Suripah; Sri Rezeki
Ethnomathematics Journal Vol 3, No 1 (2022): March
Publisher : Universitas negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v3i1.44988

Abstract

The mathematics learning tools used by teachers today are often less attractive and monotonous. Teachers are rarely objects in their culture. The environment around students can be utilized for the learning process. Many have argued that culture-based learning tools can be used in learning. This study aimed to validate mathematics learning instruments involving Kambuik Kuantan Singingi culture. The learning is intended to bed implemented based on the Realistic Mathematics Education (RME) approach in junior high school. The instrument was developed using the Plomp model. The validation data were collected using a set of questions. For the lesson plan, there were six aspects measured, namely the content, presentation, learning activities, learning resources, and assessment instruments, while for the worksheets, five aspects were included: content, didactic, construction, technical presentation, and time allocation. Three experts in the area were invited as validators. The results suggested that the learning instruments (lesson plans and worksheets) were valid to be implemented at school. It can be concluded that the Kambuik Kuantan Singingi culture can be used as a resource of learning in the RME framework.

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