ANALISIS KONTEKS ASAL BUDAYA PAPUA DALAM PENDIDIKAN MATEMATIKA REALISTIK

Authors

  • Jeinne Mumu (SCOPUS ID: 57196946358), Universitas Papua, Manokwari
  • Paim Aninam Universitas Papua, Manokwari

Keywords:

Papuan Culture, Batik Papua, Rumah Kaki Seribu, Pinang.

Abstract

This research is an appreciation of local wisdom of Papuan culture. Various Papuan cultures that have been very united with the Papuan community, such as: Batik Papua, Rumah Kaki Seribu (Traditional House tribe Arfak Mountains), and the habits of eating areca in para-para pinang, are some Papuan cultural products that serve as subjects in this study. The three products of the Papuan culture was analyzed in relation to the mathematical concept so that it becomes a realistic context in this research. The results showed that the three elements of culture can be used as a context in realistic mathematics education in the land of Papua.

 

DOI:  https://doi.org/10.30862/jhm.v1i1.768

References

Barnett, B. (2011). Teaching 2030. USA: Teacher College Press

Bishop, A. J. (1994). Cultural Conflicts in Mathematics Education: Developing a Research Agenda. For the Learning Mathematics 14(2): 15 – 18.

D' Ambrosio, U. (1989). On Ethno-mathematics. Philosophica Mathematica 2(41): 3-14.

Daryanto, dan Raharjo, M. (2012). Model Pembelajaran Inovatif. Yogjakarta: Gava Media

Gerdes, P. (2003). Awakening of Geometrical Thought in Early Culture. Minnesota: MEP Publications, University of Minnesota.

Goldberg, M. (2000). Art and learning: An integrated approach to teaching and learning in multicultural and multilingual settings. New York: Addison Wesley Longman.

Hadi, S. (2017). Pendidikan Matematika Realistik. Jakarta: Rajawali Press.

Haryanto, Nusantara, T., Subanji, & Abadyo. (2016). Ethnomathematics in Arfak (West Papua–Indonesia): Hidden Mathematics on knot of Rumah Kaki Seribu. Academic jurnal. 11(7): 420-425.

Indonesia Kaya (2018). Tradisi Menguyah Pinang: Tradisi Papua. (https://www.indonesiakaya.com/jelajah-indonesia/detail/tradisi-mengunyah-pinang).

Mumu, J., Prahmana, R.C.I., & Tanujaya, B. (2017) Construction and reconstruction concept in mathematics instruction. Journal of Physics: Conference Series. 943 (1), 012011.

Orey, D. C. (2000). The Ethno-Mathematics of the Sioux tipi and cone. In H. Selin (Ed.), Mathematics across culture: The History of Non-Western Mathematics (239-252). Dordrecht, Netherlands: Kluwer Academic Publishers.

Owens, K. (2010). Papua New Guinea Indigenous Knowledges about Mathematical Concepts. Journal of Mathematics & Culture. 6(1): 15-50.

Rich, B., dan Thomas, C. (2009). Geometry: Schaum’s outline series. London: McGraw-Hill.

Risdiyanti, I., & Prahmana, R. C. I. (2018) Etnomatematika: Eksplorasi dalam Permainan Tradisional Jawa. Journal of Medives. 2 (1), 1-11.

Sobel, M., dan Maletsky, E. (2001). Teaching Mathematics. New York: Pearson Education Limited.

Mumu & Aninam: Analisis Konteks Asal Budaya Papua dalam Pendidikan Matematiak Realistik

Soetarno, (2004). Ragam Budaya Indonesia. Jakarta: Direktorat Pembinaan Pendidikan Tenaga Kependidikan dan Ketenagaan Perguruan Tinggi, Dirjen Dikti, Depdiknas.

Tanujaya, B. (2016). Development of an Instrument to Measure Higher Order Thinking Skills in Senior High School Mathematics Instruction. Journal of Education and Practice, 7 (21), 144-148.

Tanujaya, B., Mumu, J, dan Margono, G. (2017). The Relationship between Higher Order Thinking Skills and Academic Performance of Student in Mathematics Instruction. International Education Studies, 10 (11): 78-83.

Tanujaya, B., Prahmana, R. C. I, dan Mumu, J. (2017). Mathematics instruction, problems, challenges and opportunities: a case study in Manokwari Regency, Indonesia. World Transactions on Engineering and Technology Education, 15(3), 287-291.

Torres-Velasquez, D., dan Lobo, G. (2004). Culturally responsive mathematics teaching and English language learners. Teaching Children Mathematics, 11: 249-255.

Wahdiyanti, W. (2015). Studi Tentang Motif Khas Batik Papua. Skripsi, Malang: Universitas Negeri Malang.

Yusuf, M. W, Saidu, I., dan Halliru, A, (2010). Ethnomathematics A case of Wasakwakwalwa (Hausa culture puzzles) in Northern Nigeria. Int. J. Basic Appl. Sci. IJBAS-IJENS 10:01 11.

Zaenuri, Z., dan Dwidayanti, N. (2018). Menggali Etnomatematika: Matematika sebagai Produk Budaya, PRISMA, Prosiding Seminar Nasional Matematika, 1, 471-476. dari: https://journal.unnes.ac.id/sju/index.php/prisma/article/view/ 20136.

Downloads

Published

2018-03-27

How to Cite

Mumu, J., & Aninam, P. (2018). ANALISIS KONTEKS ASAL BUDAYA PAPUA DALAM PENDIDIKAN MATEMATIKA REALISTIK. Journal of Honai Math, 1(1), 24–33. Retrieved from https://journalfkipunipa.org/index.php/jhm/article/view/42

Similar Articles

1 2 3 > >> 

You may also start an advanced similarity search for this article.