Ethnomathematics on the Gringsing batik motifs in Javanese culture

Adinda Indah Permita, Tien-Trung Nguyen, Rully Charitas Indra Prahmana

Abstract


Mathematics cannot be separated from human life. However, mathematics is often taught directly through formulas and abstract mathematical forms at school and is less associated with students' daily lives. Hence, it makes it difficult for students to understand mathematics and often find it difficult to understand how mathematics can be useful in dealing with various problems in real life. Therefore, school mathematics needs to be reconnected with the reality of human life so that students can easily understand mathematics and use it to solve various daily life problems. This study explores ethnomathematics in Javanese culture, especially in the Gringsing batik motif. The ethnographic method was employed in this study, and the data was collected through literature review, observation, and interviews. The data was then analyzed before and according to the conditions in the field. The results showed that the Gringsing batik motif contains philosophical meanings, cultural values, and mathematical elements of plane shapes and geometric transformations. This research contributes to the context of learning mathematics. In addition, it also increases the knowledge of mathematics and culture and can be used as a reference in learning or similar research.

Keywords


2D Shapes; Ethnography; Ethnomathematics; Geometric Transformation; Gringsing Batik

Full Text:

PDF

References


Alangui, W. V. (2010). Stone walls and water flows: Interrogating cultural practice and mathematics. Doctoral Dissertation. Auckland: University of Auckland.

Albanese, V. (2015). Etnomatemática de una artesanía Argentina: identificando etnomodelos de trenzado [Ethnomathematics of an Argentine handicraft: Identifying ethno models of trainings]. Bolema: Boletim de Educação Matemática, 29(52), 493-507. https://doi.org/10.1590/1980-4415v29n52a04

Arisetyawan, A., Suryadi, D., Herman, T. & Rahmat, C. (2014). Study of ethnomathematics: A lesson from the Baduy Culture. International Journal of Education and Research, 2(10), 681-688.

D'Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the learning of Mathematics, 5(1), 44-48.

de Freitas Madruga, Z. E., & Biembengut, M. S. (2015). Das relações entre modelagem, etnomatemática e carnaval: Reflexões para aplicação na educação básica [On the relations between modeling, ethnomathematics and carnival: Reflections for application in basic education]. Fronteiras: Journal of Social, Technological, and Environmental Science, 4(2), 31-52. https://doi.org/10.21664/2238- 8869.2015v4i2.p31-52

Dian. (2017). Proses membatik, sejarah dan perkembangan batik di Yogyakarta [The process of making batik, history, and development of batik in Yogyakarta]. (Personal Communication).

Didik. (2017). Filosofi dan makna batik khas Yogyakarta [The Philosophy and Meaning of Yogyakarta Typical Batik]. (Personal Communication).

Gerdes, P. (1986). How to recognize hidden geometrical thinking: A contribution to the development of anthropological mathematics. For the Learning of Mathematics, 6(2), 10–12.

Hendriana, H., Prahmana, R. C. I., & Hidayat, W. (2019). The innovation of learning trajectory on multiplication operations for rural area students in Indonesia. Journal on Mathematics Education, 10(3), 397-408. https://doi.org/10.22342/jme.10.3.9257.397-408

Hidajat, R. (2004). Kajian strukturalisme-simbolik mitos Jawa pada motif batik berunsur alam [Structuralism-symbolic study of Javanese myth on batik motifs with natural elements]. Bahasa dan Seni, 32(2), 289-303.

Ismail, M. R., & Ismail, H. (2010). Exploring malay-islamic ethnomathematics: Al-Khatib's combinatoric theory in Àlam Al-Hussab and Raudah Al-Hussab. Procedia - Social and Behavioral Sciences, 8, 735–744. https://doi.org/10.1016/j.sbspro.2010.12.102

Kusrianto, A. (2013). Batik: Filosofi, motif, dan kegunaan [Batik: Philosophy, motives, and uses]. Yogyakarta: Andi.

Maryati & Prahmana, R. C. I. (2020). Designing learning rotation using the context of bamboo woven motif. Prima: Jurnal Pendidikan Matematika, 4(2), 100-108. https://doi.org/10.31000/prima.v4i2.2600

Meaney, T., Trinick, T., & Allen, P. (2021). Ethnomathematics in education: The need for cultural symmetry. Handbook of Cognitive Mathematics, 1–29. https://doi.org/10.1007/978-3-030-44982-7_4-1

Muhtadi, D., Sukirwan, Warsito, & Prahmana, R. C. I. (2017). Sundanese ethnomathematics: Mathematical activities in estimating, measuring, and making patterns. Journal on Mathematics Education, 8(2), 185-198. https://doi.org/10.22342/jme.8.2.4055.185-198

Nguyen, T. T. (2015). The symbol of the dragon and ways to shape cultural identities in Vietnam and Japan. The symbol of the dragon and ways to shape cultural identities in Vietnam and Japan. Harvard-yenching institute working paper series. https://bitly.com.vn/stats/7mf9hd

Nguyen, T.-T., Trinh, T. P. T., & Tran, T. (2019). Realistic Mathematics Education (RME) and Didactical Situations in Mathematics (DSM) in the context of education reform in Vietnam. Journal of Physics: Conference Series, 1340(1), 012032. https://doi.org/10.1088/1742-6596/1340/012032

Nguyen, T.T, Trinh, T. P. T., & Pham, A. G. (2020). Analysis of mathematics textbooks based on Realistic Mathematics Education theory and some recommendations. Journal of Hanoi National University of Education, Science of Education, 65(7), 136-149, https://doi.org/10.18173/2354-1075.2020-0085

Nurhasanah, F., Kusumah, Y. S. & Sabandar, J. (2017). Concept of triangle: Examples of mathematical abstraction in two different contexts. International Journal on Emerging Mathematics Education, 1(1), 53-70. https://doi.org/10.12928/ijeme.v1i1.5782

Nursyahidah, F., & Albab, I. U. (2021). Learning design on surface area and volume of cylinder using Indonesian ethno-mathematics of traditional cookie maker assisted by GeoGebra. Mathematics Teaching Research Journal, 13(4), 79-98.

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

Pham, M. H. A., & Lee, Y.-S. (2008). A study on the classifications and symbolic meanings of Vietnamese traditional patterns. International Journal of Human Ecology, 9(1), 29-40. https://www.koreascience.or.kr/article/JAKO200828939697978.page

Prahmana, R. C. I., & D’Ambrosio, U. (2020). Learning geometry and values from patterns: Ethnomathematics on the batik patterns of Yogyakarta, Indonesia. Journal on Mathematics Education, 11(3), 439–456. https://doi.org/10.22342/jme.11.3.12949.439-456

Prahmana, R. C. I., Yunianto, W., Rosa, M., & Orey, D. C. (2021). Ethnomathematics: Pranatamangsa system and the birth-death ceremonial in Yogyakarta. Journal on Mathematics Education, 12(1), 93- 112. http://doi.org/10.22342/jme.12.1.11745.93-112.

Prayogo. (2021). Motif Batik Gringsing [The motifs of Gringsing batik]. (Personal Communication).

Putra, R. Y., Wijayanto, Z., & Widodo, S. A. (2020). Etnomatematika: Masjid soko tunggal dalam pembelajaran geometri 2D [Ethnomathematics: Single pillar mosque in 2D geometry learning]. Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM), 4(1), 10. https://doi.org/10.26740/jrpipm.v4n1.p10-22

Rahmawati, Y. (2020). Pendekatan matematika realistik bernuansa etnomatematika: Rumah Gadang Minangkabau pada materi teorema Pythagoras [A realistic mathematical approach with ethnomathematical nuances: Rumah Gadang Minangkabau about the Pythagorean theorem]. Jurnal Azimut, 3(SMAR), 22-29.

Risdiyanti, I. (2022). Pendesainan pembelajaran himpunan menggunakan wayang dan cerita Mahabarata [Designing learning set using shadow puppets and Mahabarata story]. Thesis. Yogyakarta: Universitas Ahmad Dahlan.

Risdiyanti, I., & Prahmana, R. C. I. (2020). Ethnomathematics (Teori dan implementasinya: Suatu pengantar [Ethnomathematics (Theory and its implementation: An introduction)]. Yogyakarta: UAD Press.

Risdiyanti, I., & Prahmana, R. C. I. (2021). Designing learning trajectory of set through the Indonesian shadow puppets and Mahabharata stories. Infinity Journal, 10(2), 331-348. https://doi.org/10.22460/infinity.v10i2.p331-348

Rosa, M., & Orey, D. C. (2016). State of the art in Ethnomathematics. In Current and future perspectives of Ethnomathematics as a program (pp. 11-37). Cham: Springer. https://doi.org/10.1007/978-3-319-30120-4_3

Rouffaer, G. P. (1914). Batik-Kunst in Niederländisch-Indien und ihre Geschichte. Utrecht: A. Oosthoek.

Sembiring, R. K. (2010). Pendidikan Matematika Realistik Indonesia (PMRI): Perkembangan dan tantangannya. Journal on Mathematics Education, 1(1), 11–16. https://doi.org/10.22342/jme.1.1.791.11-16

Shirley, L., & Palhares, P. (2016). Ethnomathematics and its diverse pedagogical approaches. In Current and future perspectives of Ethnomathematics as a program (pp. 25-44). Cham: Springer. https://doi.org/10.1007/978-3-319-59220-6

Spradley, J. P., & McCurdy, D. W. (1989). Anthropology: The cultural perspective. Reissued Long Grove, IL: Waveland Press.

Suharta, I. G. P., Sudiarta, I. G. P., & Astawa, I. W. P. (2017). Ethnomathematics of Balinese traditional houses. International Research Journal of Engineering, IT and Scientific Research, 3(4), 47-56. https://doi.org/10.21744/irjeis.v3i4.501

Sulasteri, S., Nur, F., & Kusumayanti, A. (2020). Ethnomathematics: The Exploration of Learning Geometry at Fort Rotterdam of Makassar. In Proceedings Ofthe International Conference on Mathematics and Islam (ICMIs 2018) (pp. 151-157). https://doi.org/10.5220/0008518601510157

Sulistyobudi, N. (2017). Batik Gringsing dan Ceplok Kembang Kates Bantul. Dinamika Kerajinan dan Batik, 34(2), 93-102. https://doi.org/10.22322/dkb.v34i2.2861

Supiyati, S., & Hanum, F. (2019). Ethnomathematics in Sasaknese architecture. Journal on Mathematics Education, 10(1), 47-58. https://doi.org/10.22342/jme.10.1.5383.47-58

Tereshkina, G. D., Merlinа, N. I., Kartashova, S. A., Dyachkovskaya, M. D., & Pyryrco, N. A. (2015). Ethnomathematics of indigenous peoples of the north. Mediterranean Journal of Social Sciences, 6(2), 233–240. https://doi.org/10.5901/mjss.2015.v6n2s3p233

Utut. (2021). Sejarah dan Filosofi Batik Gringsing [The history and philosophy of the Gringsing batik]. (Personal Communication).

Waziri, M. Y., Saidu, I., & Musa, H. (2010). A mathematical approach on solving Hausa Puzzles in Northern Nigeria. In Procedia - Social and Behavioral Sciences (Vol. 8, pp. 694–699). Elsevier Ltd. https://doi.org/10.1016/j.sbspro.2010.12.096




DOI: https://doi.org/10.30862/jhm.v5i2.265

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Indexed by:

        

Journal of Honai Math
Universitas Papua
Jalan Gunung Salju, Amban,
Manokwari, Papua Barat - 98314
Telp. (0986) 211 430; Fax. (0986) 211 430
Email: journal.honai.math@unipa.ac.id

p-ISSN: 2615-2185 | e-ISSN: 2615-2193

This work is licensed under a Creative Commons Attribution 4.0 International License

View My Stats