LEARNING GEOMETRY AND VALUES FROM PATTERNS: ETHNOMATHEMATICS ON THE BATIK PATTERNS OF YOGYAKARTA, INDONESIA

In general, many people still view mathematics as a subject that is far from reality and culture in everyday life. Historically, in fact, mathematics is very close to daily life and was developed by humans in response to the surrounding phenomena. Indonesia has diverse cultures, including in Yogyakarta. This culture can be used to explore mathematical concepts as a transformational effort to bring mathematics closer to the reality and perception of its people. Besides, we can use culture as the basis of learning mathematics in schools. Therefore, this study seeks to explore a mathematical concept of geometry transformation in the Yogyakarta batik pattern. This is an ethnography study. The research data were collected through observations, literature studies, and interviews with the batik culture practitioner and artist to understand the batik techniques and moral, historical, and philosophical values in each batik motif. This study's results indicate that in Yogyakarta batik, it uses the concept of geometry transformation in the making of Yogyakarta's unique Batik motif. Besides that, each motif or pattern also contains local values. These, namely moral, historical, and philosophical values, can be felt, reflected, and applied in daily life, such as values that teach leadership, good deeds, and so on.

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Eksplorasi Etnomatematika Pada Gerabah Mlaten

Jurnal Cendekia Jurnal Pendidikan Matematika ◽

10.31004/cendekia.v4i2.257 ◽

2020 ◽

Vol 4 (2) ◽

pp. 438-453

Author(s):

Isnaindah Jasmine Pertiwi ◽

Mega Teguh Budiarto

Keyword(s):

Everyday Life ◽

Daily Life ◽

Learning Resources ◽

Mathematical Concepts ◽

Ethnographic Approach ◽

Learning Mathematics ◽

Flat Shape ◽

Concept Of Function ◽

Everyday Problems ◽

The Village

Abstract Culture is used as a means to learn from everyday life. Mathematics can be associated with daily life, which can be learned through culture. The term mathematics in culture is called ethnomatematics. Each region has its own culture. In the village of Mlaten there is also a legacy that has been passed down, namely pottery with typical Majapahit carvings. The purpose of this study is to explore the mathematical concepts contained in the Mlaten pottery, so that they can be used as learning resources in learning mathematics. Through the study of literature, exploration, and observation, as well as by an ethnographic approach, it can be concluded that the mathematical concepts contained in the Mlaten earthenware are the concept of a circle, the concept of geometry transformation, the concept of flat shape, the concept of curved side space, the concept of function, and the concept of volume rotating objects. Ethnomatematics can make it easier for students to understand everyday problems. Keyword: Ethnomathematics, Mathematicals concepts, Pottery Abstrak Budaya dijadikan sebagai sarana untuk belajar dari kehidupan sehari-hari. Matematika dapat dikaitkan dengan kehidupan sehari-hari, yaitu dapat dipelajari melalui budaya. Istilah matematika dalam budaya disebut dengan etnomatematika. Setiap daerah memiliki budaya masing-masing. Di desa Mlaten juga ada warisan yang sudah turun temurun yaitu gerabah dengan ukiran khas Majapahit. Tujuan penelitian ini adalah untuk mengeksplorasi konsep matematika yang terdapat pada gerabah Mlaten, sehingga dapat dijadikan sumber belajar dalam pembelajaran metematika. Melalui studi literatur, eksplorasi, dan observasi, serta dengan dilakukan pendekatan etnografi, maka dapat disimpulkan bahwa konsep matematika yang terdapat pada gerabah Mlaten adalah konsep lingkaran, konsep transformasi geometri, konsep bangun datar, konsep bangun ruang sisi lengkung, konsep fungsi, dan konsep volume benda putar. Etnomatematika dapat mempermudah siswa memahami permasalahan sehari-hari. Kata kunci : Etnomatematika, Konsep Matematika, Gerabah

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The Effect of User Experience on Designing Interactive Tool: A Case Study of Learning Images Compression

International Journal of Emerging Trends in Engineering Research ◽

10.30534/ijeter/2021/039102021 ◽

2021 ◽

Vol 9 (10) ◽

pp. 1312-1320

Keyword(s):

User Experience ◽

Real Life ◽

Mathematical Concept ◽

Design Principles ◽

Mathematical Explanation ◽

Mathematical Concepts ◽

Learning Platform ◽

Learning Mathematics ◽

The Common ◽

Value Decomposition

Technology has significantly emerged in various fields, including healthcare, government, and education. In the education field, students of all ages and backgrounds turn to modern technologies for learning instead of traditional methods, especially under challenging courses such as mathematics. However, students face many problems in understanding mathematical concepts and understanding how to benefit from them in real-life. Therefore, it can be challenging to design scientific materials suitable for learning mathematics and clarifying their applications in life that meet the students’ preferences. To solve this issue, we designed and developed an interactive platform based on user experience to learn an advanced concept in the idea of linear algebra called Singular Value Decomposition (SVD) and its applicability in image compression. The proposed platform considered the common design principles to map between the provider in terms of clear mathematical explanation and the receiver in terms of matching good user experience. Twenty participants between the ages of 16 and 30 tested the proposed platform. The results showed that learning using it gives better results than learning traditionally in terms of the number of correct and incorrect actions, effectiveness, efficiency, and safety factors. Consequently, we can say that designing an interactive learning platform to explain an advanced mathematical concept and clarify its applications in real-life is preferable by considering and following the common design principles.

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Etnomatematika Pada Kebudayaan Suku Dayak Bentian Dalam Menumbuh Kembangkan Literasi Matematis

Jurnal Pengabdian Ahmad Yani ◽

10.53620/pay.v1i1.16 ◽

2021 ◽

Vol 1 (1) ◽

pp. 58-67

Author(s):

Nurdin Arifin ◽

Eudia Fortuna

Keyword(s):

Learning Environment ◽

Everyday Life ◽

Evaluation Model ◽

Mathematical Literacy ◽

Mathematical Concepts ◽

Learning Mathematics ◽

The Government

Mathematical concepts are always useful in everyday life to solve problems at hand. Learning mathematics that is associated with the surrounding (contextual) circumstances, especially in the culture of an area, is expected to be able to improve the ability of students in learning. Learning mathematics which is associated with the culture of an area is called ethnomathematics. Moreover, the government is currently promoting literacy. Literacy in mathematics is called mathematical literacy/mathematical literacy is the knowledge to know and apply basic mathematics every day such as to communicate both orally and in writing, to reason, and to solve problems. This service is carried out through a zoom meeting application that is given to 6th semester students, as a preparation effort before students carry out the Introduction to Learning Environment (PLP) at school. This service method uses the ADDIE (Analyze, Design, Develop, Implementation, and Evaluation) model. In the results of this service, a discussion was held on the ethnomathematics of the Bentian Dayak tribe in relation to learning mathematics and participants were able to make mathematical literacy questions. In the end, participants will be able to apply ethnomathematics and mathematical literacy in learning

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ANALISIS KESULITAN BELAJAR MATEMATIKA SISWA DITINJAU DARI KEMAMPUAN KONEKSI MATEMATIKA

JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) ◽

10.29100/jp2m.v4i2.951 ◽

2019 ◽

Vol 4 (2) ◽

pp. 1

Author(s):

Fitri Jannatul Laili ◽

Ratih Puspasari

Keyword(s):

Mathematical Concept ◽

National Council ◽

Font Size ◽

Research Subjects ◽

Mathematical Concepts ◽

Interview Method ◽

Mathematical Connections ◽

Learning Mathematics ◽

Class Viii ◽

Mathematical Connection

This study aims to discribe what are the difficulties of learning mathematics experienced which students in terms of mathematical connections ability class VIII MTs. darul Falah Bendiljati. This research is a descriptive qualitative research using test and interview method. Research subjects randomly selected as many as 30 students from two classes. The results showed that each student has difficulty learning mathematics in terms of mathematical connection capabilities are: (1) Less understanding of mathematical concepts that have been studied; (2) Not connecting mathematical concepts to be studied with previously known concepts; (3) Quicly forgot a mathematical concept he did not understand; (4) The habit of learning by understanding the concept, so when given a slightly different matter the students find it difficult; (5) Consider mathematics as a science that interconnects one and other concepts seperately; (6) Less aware of the benefits of consepts in mathematics to support and improve his ability in other fields of science; (7) Understanding conceptsÂ that are not applied directly to life, so the concept of mathematics is a concept in a mathematics only and not used or in connect with daily life.Â Keywords: difficulty learning, mathematics connection abilityAnandita, Gustine. P. 2015. Analisis Kemampuan Koneksi Matematis siswa SMP Kelas VIII pada Materi Kubus dan Balok. Skripsi tidak dipublikasikan. Semarang: Uiversitas Negeri Semarang.NCTM. 2000. Principles and standars for school mathematics. USA : The National Council of Teachers of Mathematics, Inc.Poespoprodjo. 1999. Logika Ilmu Menalar. Bandung: Pustaka Grafika.Kuswana, Wowo Sunaryo. 2011. Taksonomi Berpikir. Bandung: PT. Remaja Rosdakarya.Suherman, H.L.E., et al. 2003. Strategi pembelajaran matematika kontemporer (Rev.ed.).Bandung: JICA Universitas Pendidikan Indonesia.Â Septiati, E. 2012. Kefektifan pendekatan konstruktivisme terhadap kemampuan koneksimatematis mahasiswa pada mata kuliah analisis real I, (Online), http://eprints.uny.ac.id/id/eprint/7568, diakses tgl 09 Februari 2017.Sugiman. 2008.Â Koneksi Matematika Dalam Pembelajaran Matematika di Sekolah Menengah Pertama. (Online). Jounal.uny.ac.id. diakses 15 Mei 2017.Yuniawatika. 2011. Penerapan pembelajaran matematika dengan strategi REACT untuk meningkatkan kemampuan koneksi dan representasi matematika siswa sekolah dasar [Versi electronik].Edisi Khusus, 2, 107-120Â

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ANALISIS KESULITAN PEMAHAMAN KONSEP MATEMATIS SISWA DALAM MENYELESAIKAN SOAL BENTUK ALJABAR DENGAN PROSEDUR NEWMAN

Journal of Honai Math ◽

10.30862/jhm.v4i1.157 ◽

2021 ◽

Vol 4 (1) ◽

pp. 49-66

Author(s):

Dian Nurikawai ◽

Laela Sagita ◽

Setiyani Setiyani

Keyword(s):

Qualitative Research ◽

Mathematical Concept ◽

The Other ◽

Eighth Grade ◽

Mathematical Concepts ◽

Other Hand ◽

Reading Errors ◽

Learning Mathematics ◽

Eighth Grade Students ◽

Final Answer

Algebra is essential to learning mathematics and as a basis to support another mathematical concept. On the other hand, students have not fully mastered the concept of algebra which causes errors in solving problems. This qualitative research aims to describe students' misconceptions in solving algebraic questions based on the Newman method to understand mathematical concepts. The data were taken from six eighth-grade students at SMP N 1 Turi consisting of high, medium, and low abilities. The results of the analysis showed that the students did not make reading errors. Meanwhile, the misunderstanding of the question's students did not write down the information in the questions. It was because students were not used to writing what was known and asked in the questions. Students do not write down the strategies used, so that transformation errors are found. Errors in student process skills do not complete. The cause of this is an error in determining information on the questions and difficulties in solving them. The mistakes made by students in writing the final answer were not reporting the units and conclusions from the results of the solutions.

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ANALISIS REPRESENTASI MATEMATIK SISWA SEKOLAH DASAR DALAM PENYELESAIAN MASALAH MATEMATIKA KONTEKSTUAL

Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam ◽

10.18269/jpmipa.v16i1.273 ◽

2011 ◽

Vol 16 (1) ◽

pp. 128 ◽

Cited By ~ 1

Author(s):

Jarnawi Afgani Dahlan ◽

Dadang Juandi

Keyword(s):

Primary School ◽

Everyday Life ◽

Primary School Students ◽

School Students ◽

Mathematical Communication ◽

Mathematical Concepts ◽

Mathematical Ideas ◽

Learning Mathematics ◽

Mathematical Problems

Abstract: The purpose of this study was to examine the forms of representation constructed by primary school students in solving mathematical problems. Representation is the basis or foundation of how a student could understand and use mathematical ideas. The forms of representation, such as charts, graphs, and symbols, are essentially a long process of learning mathematics, but unfortunately these representations are often thought of and studied in its final form. Actually, representations should be given as support in the process of understanding concepts, the associations of mathematics, mathematical communication, constructing arguments, and apply mathematical concepts in everyday life through modeling. This research showed that the forms of representation constructed by the students are extremely varied. They are constructed in tables, images, patterns, and in the formal forms of mathematics (the formula). This study was also revealed that some students are able to develop forms of representation using logical mathematical processes. Students begin to formulate a representation using known premise, set the table, make conjecture, and subsequently arrange a formal representation.Keywords: mathematic representation, tables, charts, graphs, statements.

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PENGARUH PENGGUNAAN MULTIMEDIA INTERAKTIF TERHADAP PEMAHAMAN KONSEP DALAM PEMBELAJARAN MATEMATIKA DI MTs DARUL ULUM MUHAMMADIYAH GALUR

Intersections ◽

10.47200/intersections.v5i2.553 ◽

2020 ◽

Vol 5 (2) ◽

pp. 26-37

Author(s):

Erna Setyowati ◽

Ika Septi Hidayati ◽

Toto Hermawan

Keyword(s):

Interactive Multimedia ◽

Interactive Media ◽

Mathematical Concept ◽

Control Group ◽

Mathematical Concepts ◽

Control Group Design ◽

Concept Understanding ◽

Math Teachers ◽

School Year ◽

Learning Mathematics

At the time of the Covid-19 pandemic, all learning was carried out online or online learning, while schools and students had to follow the existing curriculum in their schools, which of course not all of their lessons were happy. Mathematics is one of the subjects that is always a scourge for students, regardless of those who enjoy mathematics. The reasons vary, some say the lessons are difficult to understand, students are not interested in learning mathematics, the teachers are boring, and so on. So that many parents of students who provide additional tutoring for their children by hiring math teachers, in the hope that their children are mathematically intelligent. This study aims to examine the effect of using animated interactive multimedia on students' understanding of the concept of understanding mathematical concepts. The population of this study were students of class VII MTs Darul Ulum Muhammadiyah Galur even semester of the 2019/2020 school year. Of the five existing classes, two classes were taken randomly as samples with one class as the experimental class and one class as the control class. This study used the randomized pretest-posttest control group design. The research data were obtained through a test in the form of a description of the rectangular and square material. The results showed that there was a difference in the understanding of mathematical concepts in students who used animated interactive multimedia higher than the understanding of mathematical concepts of students who took conventional learning, and there was a positive and significant effect of the use of animated interactive media on the Mathematical Concept Understanding of Class VII MTs Darul Ulum Muhammadiyah Galur Tahun Students 2019/2020 Teaching

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DAMPAK PENERAPAN METODE NUMBERED HEADS TOGETHER TERHADAP PEMAHAMAN KONSEP MATEMATIS SISWA [THE IMPACT OF THE IMPLEMENTATION OF THE NUMBERED HEADS TOGETHER METHOD ON STUDENTS' MATHEMATICAL CONCEPTUAL UNDERSTANDING]

Polyglot Jurnal Ilmiah ◽

10.19166/pji.v17i1.2791 ◽

2021 ◽

Vol 17 (1) ◽

pp. 159

Author(s):

Gidion Indra Saputra ◽

Melda Jaya Saragih

Keyword(s):

Junior High School ◽

Mathematics Learning ◽

Mathematical Concept ◽

Thinking Skills ◽

Mathematical Concepts ◽

Student Work ◽

Descriptive Research ◽

Learning Mathematics ◽

Qualitative Descriptive ◽

The Impact

One of the objectives of learning mathematics is to develop students' understanding of mathematical concepts to be able to solve math problems. In mathematics learning, understanding concepts is very important because by understanding concepts students can learn higher order thinking skills. However, through a test at the observation stage, the researchers found that students had difficulty understanding mathematical concepts. The purpose of this study was to see whether the application of the Numbered Heads Together method influences students’ understanding of mathematical concepts. The research was conducted on 32 seventh grade students at Rantepao Christian Junior High School using qualitative descriptive research. Data sources in this study include student work results, mentor observation sheets, tests, and researcher reflection journals. The results of the study show that the application of the Numbered Heads Together method can help develop students' understanding of the mathematical concept.BAHASA INDONESIA ABSTRACT: Salah satu tujuan dari pembelajaran Matematika adalah mengembangkan pemahaman konsep matematik siswa untuk dapat menyelesaikan masalah Matematika. Dalam pembelajaran Matematika, memahami konsep sangat penting karena dengan memahami konsep Matematika siswa dapat mempelajari ketrampilan berpikir yang lebih tinggi. Namun, melalui test pada tahap observasi, peneliti menemukan bahwa siswa mengalami kesulitan dalam memahami konsep Matematika. Tujuan penelitian ini adalah untuk melihat dampak penerapan metode Numbered Heads Together terhadap pemahaman konsep matematis siswa. Penelitian dilakukan kepada 32 siswa kelas VII di SMP Kristen Rantepao dengan menggunakan jenis penelitian deskriptif kualitatif. Sumber data dalam penelitian ini antara lain: hasil pekerjaan siswa, lembar observasi mentor, tes, dan jurnal refleksi peneliti. Hasil penelitian menunjukkan bahwa penerapan metode Numbered Heads Together dapat membantu mengembangkan pemahaman konsep matematis siswa.

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“Now I get it !”: Eureka experiences during the acquisition of mathematical concepts

10.31219/osf.io/ph9m5 ◽

2021 ◽

Author(s):

Charlotte Barot ◽

Louise Chevalier ◽

Lucie Martin ◽

Véronique Izard

Keyword(s):

Generalization Test ◽

Mathematical Concept ◽

Experimental Session ◽

New Paradigm ◽

Learning Mechanisms ◽

Mathematical Concepts ◽

Straight Line ◽

Learning Mathematics ◽

Common Notion ◽

Single Experimental Session

Many famous scientists have reported anecdotes where a new understanding occurred to them suddenly, in an unexpected flash. Do people generally experience such “Eureka” moments when learning science concepts, and how do these episodes relate to learning mechanisms? To address these questions, we developed a new paradigm where participants learned a mathematical concept in the lab, in a single experimental session. Participants were given 1 to 7 lessons introducing the concept of geodesic, which generalizes the common notion of straight line to straight trajectories drawn on curved surfaces. They were then tested on their understanding of geodesics in several tasks requiring increasing levels of generalization from the information taught in the lessons. Our findings indicate that insight experiences are common when learning mathematics, as such experiences were reported by about 61% of our participants. Moreover, the participants who experienced insights performed better in a generalization test where they needed to identify a type of geodesic that had not been presented in the lessons, and this, even after controlling for their confidence in their own understanding. Based on these findings, we suggest that concept learning involves mechanisms that generally are not accessible to introspection, except when the process reaches key computational steps and insights are triggered.

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PEMBELAJARAN BERBASIS ETNOMATEMATIKA DENGAN MEMODELKAN MOTIF BATIK GAJAH MADA

Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan ◽

10.21274/dinamika.2020.20.1.1-17 ◽

2020 ◽

Vol 20 (1) ◽

pp. 1-17

Author(s):

Umy Zahroh

Keyword(s):

Mathematics Learning ◽

Mathematical Concept ◽

School Mathematics ◽

Mathematical Concepts ◽

Geometrical Transformation ◽

Analysis Technique ◽

Learning Mathematics ◽

Concrete Operational ◽

Production House ◽

Mathematical Activities

Abstract This research was based on mathematics learning in schools that are too formal and theoretical, and are less varied so it affects students' interest in learning mathematics. For this reason, a connection between mathematics outside of school and school mathematics is needed. One way that can be used is to utilize the ethnomathematics approach as the beginning of formal mathematics teaching which is suitable with the students' level of development who are at a concrete operational stage. The same thing was stated that the presence of mathematics with cultural nuances would make a major contribution to school mathematics. The objectives of this research were (1) to find out mathematical activities in the form of numerating, measuring, and calculating in batik activities. (2) To find out the mathematical concepts of geometry and geometrical transformations contained in batik motifs. This research used ethnographic research with a qualitative approach. Data collection techniques used were observation, interviews, and documentation. Data analysis technique used data reduction, data presentation, drawing conclusions and verification. The results showed that (1) in the batik activity at the Gajah Mada Tulungagung batik production house there were mathematical activities in the form of counting when determining the number of tools and materials needed, measuring fabric, calculating night requirements, calculating color comparisons, calculating waterglass requirements, and when calculating water needs. Measuring activity is seen during the process of measuring fabrics and designing batik patterns. The next step of counting activity is seen during the process of cutting fabric from 60 yards into 27 pieces, calculating the plastisin required for 2 meter fabric, and when mixing several colors. (2) There is a mathematical concept of geometry in the form of points, curved lines, triangles and circles, and the concept of geometrical transformation in the form of translation Keywords: Ethnomatematics, Mathematics, Culture, Batik Abstrak Pembelajaran matematika di sekolah yang formal dan teoritis, serta kurang bervariasi akan mempengaruhi minat peserta didik dalam mempelajari matematika. Untuk itu diperlukan keterhubungan antara matematika di luar sekolah dengan matematika sekolah. Salah satu cara yang dapat digunakan adalah dengan memanfaatkan pendekatan ethnomathematika sebagai awal dari pengajaran matematika formal yang sesuai dengan tingkat perkembangan siswa yang berada pada tahapan operasional konkrit. Hal yang sama dikemukakan bahwa kehadiran matematika yang bernuansa budaya akan memberikan kontribusi yang besar terhadap matematika sekolah. Penelitian ini bertujuan (1) untuk mengetahui aktivitas matematika berupa membilang, mengukur, dan menghitung pada aktivitas membatik. (2) Untuk mengetahui konsep matematika geometri dan transformasi geometri yang terdapat pada motif batik. Penelitian ini menggunakan jenis penelitian etnografi dengan pendekatan kualitatif. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Dalam menganalisis data menggunakakan reduksi data, penyajian data, menarik kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa (1) dalam aktivitas membatik di rumah produksi batik Gajah Mada Tulungagung terdapat aktivitas matematika yaitu berupa membilang saat menentukan banyaknya alat dan bahan yang diperlukan, mengukur kain, menghitung kebutuhan malam, menghitung perbandingan warna, menghitung kebutuhan waterglass, dan saat menghitung kebutuhan air. Aktivitas mengukur terlihat saat proses mengukur kain dan mendesain pola batik. Selajutnya aktivitas menghitung terlihat saat proses pemotongan kain dari 60 yard menjadi 27 potong, menghitung kebutuhan malam untuk kain 2 meter, dan saat mencampur beberapa warna. (2) Terdapat konsep matematika geometri berupa titik, garis lengkung, segitiga, dan lingkaran, serta konsep transformasi geometri berupa translasi, rotasi, dan refleksi Kata Kunci: Etnomatematika, Matematika, Budaya, Batik

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