Ethnomathematics study and educational values in fundamental activities at the langgar pusaka of sapit village
DOI:
https://doi.org/10.29407/jmen.v11i1.25097Keywords:
ethnomathematics, educational values, fundamental activities, langgar pusakaAbstract
Most people view mathematics as unrelated to real life or culture-free. However, this view is wrong because mathematics is a product of human activity. In this case, there is a way that connects mathematics with culture called ethnomathematics. This research aims to examine the concept of ethnomathematics and educational values in fundamental activities in the traditional house of Langgar Pusaka, Sapit Village, East Lombok. This traditional house not only has cultural and spiritual functions but also contains various aspects of mathematics in its architecture, construction, and ritual activities. This research uses a qualitative method with an ethnographic approach. Data were collected through observation, in-depth interviews, and documentation. The results showed that the fundamental activities found in the Langgar Pusaka traditional house reflect mathematical concepts such as geometry both in the building structure and ritual tools used in traditional processions, measurement, symmetry, and number patterns in ritual traditions. In addition, the fundamental activities carried out in the Langgar Pusaka traditional house contain educational values such as cooperation or cooperation called berikuk tinjal, mutual respect (tindih), moderation (semaik), and being economical (itiq). This study has the potential to be used as a mathematics learning resource and can be a reference in integrating local culture with contextualized mathematics learning in schools.
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