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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. 6 No. 1 (2025): March" : 5 Documents clear
PATTERN OF ETHNOMATHEMATICS RESEARCH TOWARDS HISTORICAL BUILDINGS Riadi, Arifin; Turmudi, Turmudi; Juandi, Dadang
Ethnomathematics Journal Vol. 6 No. 1 (2025): March
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v6i1.78748

Abstract

Historical buildings are very useful for discovering mathematical concepts for educational purposes. This literature review aims to identify (1) the mathematical concepts that have not emerged in the exploration of historical buildings and (2) the research design most frequently used in ethnomathematics studies related to historical buildings. Using the PRISMA protocol, a total of 64 articles were analysed. The research primarily explores traditional houses, but also includes studies on other architecture like mosques, tombs, temples, museums, and monuments. The research results indicate that (1) the mathematical concept that has not emerged in the exploration of historical buildings is Number and Operations and (2) the most frequently used research design in ethnomathematics exploration studies for historical buildings is the ethnographic design. This review highlights the importance of expanding the scope of ethnomathematical studies both geographically and conceptually, and suggests potential applications in mathematics education to enhance cultural relevance. The study contributes to the preservation of local heritage by linking cultural practices with mathematical principles, offering valuable insights for both academic research and educational practice.
EXPLORING THE ETHNOMATHEMATICS OF JAVANESE TRADITIONAL HOUSES Dewi, Anggraeni Maha; Ramadhani, Hana Maulida; Sarirah, Fathimah Husna; Fahmy, Ahmad Faridh Ricky
Ethnomathematics Journal Vol. 6 No. 1 (2025): March
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v6i1.68128

Abstract

The continuous exploration of the role of mathematics underscores the significance of ethnomathematics research. Ethnomathematics investigates mathematical concepts embedded within diverse cultures. Among the rich array of ethnomathematical objects, Javanese traditional houses stand out as a promising area for investigation. These houses, deeply rooted in a rich cultural heritage, offer substantial potential for understanding and the concrete application of mathematical principles. This study, employing a systematic literature review, aimed to explore the various mathematical concepts inherent in Javanese traditional houses. Data were systematically collected from Google Schoolar (2019-2023), with a specific focus on articles discussing ethnomathematics in traditional houses. The findings reveal the pervasive presence of ethnomathematics within the architecture of Javanese traditional houses, encompassing mathematical concepts such as plane and solid geometry, liners, and geometric transformations (translation, reflection, rotation, dilation) as well as similarity and congruence.
BRIDGING CULTURE AND CONCEPTS: EXPLORING STATISTICS COMPETENCY THROUGH JAVANESE WAYANG CULTURE Sari, Dela Yulanda; Marsigit
Ethnomathematics Journal Vol. 6 No. 1 (2025): March
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v6i1.76644

Abstract

The purpose of this study was to determine how the application of wayang culture facilitated the abstraction abilities of junior high school students in learning statistics. The participants of this study were eighth-grade students from a junior high school in Baran Village. Data collection techniques included observation, exploration, tests and interviews. The results of this study indicate that the fundamental mathematical aspects found in wayang can be implemented in contextual mathematics learning for junior high school, especially in statistics material. This conclusion is reinforced by the test results where 75% of participants obtained correct answers with scores above 85. This study implies that wayang culture-based learning has strong potential for application in formal mathematics education in schools.
ETHNOMATHEMATICS: EXPLORATION OF GEOMETRY CONCEPTS IN TIBAN MOSQUE ARCHITECTURE Sholikhah, Badi'atus; Ferdiani, Rosita Dwi; Hariyani, Sri
Ethnomathematics Journal Vol. 6 No. 1 (2025): March
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v6i1.81770

Abstract

This study aims to explore the geometric and cultural concepts embedded within the architecture of the Tiban Mosque in Malang regency, assessing their potential as an ethnomathematical learning medium. Through a qualitative ethnographic approach, this research gathered descriptive data from key informants including residents visiting students, mosque officials, and an ornaments craftsman. The study reveals that the Tiban Mosque, a prominent religious tourism site, embodies rich cultural and mathematical concepts. Its architectural elements reflect a blend of Chinese, Indian, and Arabic cultural influences, while the mathematical aspects encompass various geometric principles, including flat shapes, spatial forms, and geometric transformations. These findings suggest that the Tiban Mosque offers a valuable ethnomathematical learning medium, particularly for geometry concepts relevant to secondary education levels. Furthermore, this study highlights how exploring ethnomathematics can cultivate appreciation and foster cultural preservation in the Malang regency.
TAMAN SARI ARTIFACTS IN PROBLEM BASED LEARNING: CULTIVATING MATHEMATICAL LITERACY THROUGH ETHNOMATHEMATICS Meilina, Dika Dwi; Marsigit
Ethnomathematics Journal Vol. 6 No. 1 (2025): March
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v6i1.82884

Abstract

This study aims to improve the mathematical literacy of eighth-grade students through the implementation of a problem-based learning model based on ethnomathematics, utilizing Taman Sari artifacts. This study is a classroom action research carried out in 2 cycles. Each cycle consists of planning, action, observation, and reflection. The subjects were 30 of eighth-grade students at a school in Bantul. Research data were obtained through tests, interviews, and documentation. Data were analyzed using qualitative descriptive analysis techniques. Data validation employed method triangulation techniques. The study results demonstrated an increase in students’ mathematical literacy after applying the problem-based learning model based on Taman Sari ethnomathematics. Specially, significant improvements were observed across all key mathematical literacy indicators, including formulate indicator (formulating problems), employ indicator (applying the concepts), and interpret indicator (interpreting and evaluating) with consistent progress noted from Cycle I to Cycle II. Based on these findings, it can be concluded that the application of a problem-based learning model based on Taman Sari ethnomathematics significantly improved students’ mathematical literacy in mathematics lessons, particularly in the Pythagorean theorem material.

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