Teaching Mathematics in Elementary School using Ethnomathematics of Malind-Papua Tribe Approach

Authors

  • Fredy Fredy Universitas Musamus, Indonesia, Indonesia http://orcid.org/0000-0001-5594-1420
  • Salman Alparis Sormin Universitas Musamus, Indonesia, Indonesia
  • Gregorius Sebo Bito Universitas Flores, Indonesia, Indonesia

DOI:

https://doi.org/10.31004/basicedu.v5i6.1676

Keywords:

teaching, mathematics, ethnomathematics, elementary school

Abstract

One of the largest tribes in the southern region of Papua is the Malind tribe. They have a number system that can be a link for understanding formal mathematical concepts. This study aims to explore the indigenous number of the Malind tribe, then make patterns in terms of language, identify basic numbers and their use in mathematics learning in elementary schools, especially the concept of addition. The research method used is qualitative. The subjects researched are the men of the traditional, village chief and the people Malind tribe. Data were collected using observation, interviews, and literature study techniques. The results showed that the numeric of the Malind tribe used the base numbers one (hyakod), two (inah), and five (laghr sangga). Counting numbers one to four uses the base numbers one and two, while to count six (laghr sangga hyakod) and so on uses the base numbers one, two, and five. Number system can be used to teach addition concepts assisted blocks media. By using traditional knowledge, students are expected to be able to understand the concept of mathematics well

Author Biography

Fredy Fredy, Universitas Musamus, Indonesia

Pendidikan Guru Sekolah Dasar

References

Ackland, A. (2014). More… or less? Towards a critical pedagogy of Adult Numeracy. Adults Learning Mathematics: An International Journal, 9(2), 7–21. https://doi.org/10.1007/978-94-007-4978-8_5

Aditya, D. Y. (2018). Eksplorasi Unsur Matematika dalam Kebudayaan Masyarakat Jawa. Formatif: Jurnal Ilmiah Pendidikan MIPA, 7(3), 253–261. https://doi.org/10.30998/formatif.v7i3.2236

Az-Zahroh, S., At Thaariq, Z., Surahman, E., Widyasari, C., Qolbi, M., & Diana, R. (2019). Developing Ethic Game (Ethnomathematics Game): The Instructional Media of Culture Mathematics with Tringo by Ki Hadjar Dewantara. JPP (Jurnal Pendidikan Dan Pembelajaran), 26(2), 43–50. https://doi.org/10.17977/um047v26i22019p043

Bender, A., & Beller, S. (2018). Ethnomathematics and Numerical Cognition. The International Encyclopedia of Anthropology, 1–10. https://doi.org/10.1002/9781118924396.wbiea1675

Bito, G. S., Dole, F. B., & Limana, H. D. (2021). Etnomatematika : Konten Matematika Sekolah Dasar pada Rumah Adat Lio di Kampung Waka Ende NTT. Musamus Journal of Primary Education, 3(2), 125–133. https://doi.org/10.35724/musjpe.v3i2.3377

Civil, M., Stoehr, K. J., & Salazar, F. (2019). Learning with and from immigrant mothers: implications for adult numeracy. ZDM - Mathematics Education, 52(3), 489–500. https://doi.org/10.1007/s11858-019-01076-2

D’Ambrosio, U., & Rosa, M. (2016). Ethnomathematics and Its Pedagogical Action. 13th International Congress on Mathematical Education, July, 24–31.

Fajriyah, E. (2018). Peran Etnomatematika Terkait Konsep Matematika dalam Mendukung Literasi. PRISMA: Prosiding Seminar Nasional Matematika, 1, 114–119.

Firmansyah, J., & Septiani, E. (2019). Kajian Etnomatematika : Sistem Bilangan dan Konsep Perhitungan Hasil Pertanian Suku Baduy. Prosiding Diskusi Panel Nasional Pendidikan Matematika, 0812(80), 327–332.

François, K., & Kerkhove, B. Van. (2010). Ethnomathematics and the philosophy of mathematics. Centre for Logic and Philosophy of Science. October 2009, 121–154.

Fredy, F., Halimah, L., & Hidayah, Y. (2020). Malind-Papua Ethnomathematics: Kandara Musical Instrument as Learning Media for Geometry Concepts in Elementary School. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 5(1), 43–57. https://doi.org/10.25217/JI.V5I1.872

Gerger, E. (2014). Implications of Social Practice Theory for the Development of a Numeracy Programme for the Gusilay People Group in Senegal. Adults Learning Mathematics, 9(2), 85–96. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1057448&site=ehost-live

Haryanto, Nusantara, T., Subanji, & Rahardjo, S. (2017). Ethnomathematics In Arfak West Papua-Indonesia Numeracy Of Arfak. International Journal of Scientific & Technology Research, 06(09), 325–327.

Kencanawaty, G., Febriyanti, C., & Irawan, A. (2020). Kontribusi Etnomatematika dalam Pembelajaran Matematika Tingkat Sekolah Dasar. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 4(2), 255. https://doi.org/10.31331/medivesveteran.v4i2.1107

Maharaj, A. (2008). Some insights from research literature for teaching and learning mathematics. South African Journal of Education, 28(3), 401–414. https://doi.org/10.15700/saje.v28n3a182

Mahendra, I. W. E. (2017). Project Based Learning Bermuatan Etnomatematika Dalam Pembelajar Matematika. JPI (Jurnal Pendidikan Indonesia), 6(1), 106–114. https://doi.org/10.23887/jpi-undiksha.v6i1.9257

Maryati, M., & Indra Prahmana, R. C. (2018). Ethnomathematics: Exploring the Activities of Designing Kebaya Kartini. MaPan, 6(1), 11–19. https://doi.org/10.24252/mapan.2018v6n1a2

Nyoni, J. (2014). Indigenising mathematics mediations in South African High Schools: Applying ethnomathematics experiences in teaching and learning. Mediterranean Journal of Social Sciences, 5(15), 327–335. https://doi.org/10.5901/mjss.2014.v5n15p327

Owens, K. (2012). Identity and Ethnomathematics Projects in Papua New Guinea. Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia, 1–8. http://myaccess.library.utoronto.ca/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F1895979289%3Faccountid%3D14771%0Ahttp://bf4dv7zn3u.search.serialssolutions.com?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_

Paul, E., & Sriraman, B. (2015). Critical Mathematics Education: Theory, Praxis and Reality. Information Age Publishing Inc. https://search.proquest.com/docview/2148259067?accountid=17242

Prihandoko, L. A., Tembang, Y., Marpaung, D. N., & Rahman, F. (2019). English language competence for tourism sector in supporting socio-economic development in Merauke: A Survey Study. The 1st International Conference of Interdisciplinary Research on Green Environmental Approach for Sustainable Development (ICROEST), 343(1), 1. https://doi.org/10.1088/1755-1315/343/1/012170

Rosa, M., & Orey, D. C. (2016). In Current and Future Perspectives of Ethnomathematics (ICME-13 To). Springer International Publishing. https://doi.org/10.1007/978-3-319-30120-4

S. Sirate, F. (2012). Implementasi Etnomatematika Dalam Pembelajaran Matematika Pada Jenjang Pendidikan Sekolah Dasar. Lentera Pendidikan : Jurnal Ilmu Tarbiyah Dan Keguruan, 15(1), 41. https://doi.org/10.24252/lp.2012v15n1a4

Sormin, S. A., Siregar, A. P., & Priyono, C. D. (2017). Konsepsi Literasi Digital Dalam Pembelajaran Sejarah di Era Disruptif. Seminar Nasional Sejarah Ke4 Jurusan Pendidikan Sejarah Universitas Negeri Padang, 647–662. https://doi.org/10.17605/OSF.IO/TJZRW

Sugiyono. (2015). Metode Penelitian Kombinasi (Mixed Methods) (Sutopo (ed.); 7 th). Alfabeta CV.

Suhadak, M. (2016). Keefektifan Penggunaan Media Berbasis Budaya Papua dalam Pembelajaran Penjumlahan dan Pengurangan Bilangan Bulat Ditinjau dari Prestasi. Indonesian Digital Journal of Mathematics and Education, 3(4), 230–239.

Supriyadi, Waremra, R. S., & Betaubun, P. (2019). Papua Contextual Science Curriculum Contains With Indigenous Science (Ethnopedagogy Study at Malind Tribe Merauke). International Journal of Civil Engineering and Technology (IJCIET), 10(02), 1994–2000.

Tembang, Y., Palobo, M., Hermansyah, A. K., & Prihandoko, L. A. (2019). Improving science learning outcomes in material changes in natural appearance. The 1st International Conference of Interdisciplinary Research on Green Environmental Approach for Sustainable Development (ICROEST), 343(1). https://doi.org/10.1088/1755-1315/343/1/012240

Trinick, T., Meaney, T., & Fairhall, U. (2015). Reintroducing MÄori ethnomathematical activities into the classroom : traditional MÄori spatial orientation concepts. Revista Latinoamericana de Etnomatemática, 8(3), 415–431.

Zaenuri, Dwidayati, N., & Suyitno, A. (2019). Ethnomathematics Role As an Encouragement of the Growth of Student’s Nationalism. KnE Social Sciences, 2019, 759. https://doi.org/10.18502/kss.v3i18.4766

Downloads

Published

2021-11-02

How to Cite

Fredy, F., Sormin, S. A., & Bito, G. S. (2021). Teaching Mathematics in Elementary School using Ethnomathematics of Malind-Papua Tribe Approach. Jurnal Basicedu, 5(6), 5498–5507. https://doi.org/10.31004/basicedu.v5i6.1676

Issue

Vol. 5 No. 6 (2021): December Pages 5001-6500

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).