An inquiry into ethnomathematics within the framework of the traditional game of Congklak
DOI:
https://doi.org/10.30862/jhm.v6i2.553Keywords:
ethnography, ethnomathematics, modulo, the traditional game of CongklakAbstract
Ethnomathematics represents a paradigm within mathematics education that centers on integrating and applying mathematical principles, concepts, and methodologies embedded within the cultural fabric of specific communities. Within the Indonesian cultural milieu, traditional games constitute a significant aspect. Hence, this study investigates the traditional game of Congklak, aiming to explicate its underlying modulo concept. Employing a qualitative research design grounded in ethnographic methodology, the investigation draws upon a multifaceted approach, including a literature review, documentation analysis, participant observation, and interviews with custodians of the Congklak tradition. Data validation is achieved through triangulation of sources and methods. Data analysis involves iterative data reduction, presentation, and inference drawing processes. Findings reveal the presence of a modulo concept within the traditional Congklak game, which governs the determination of the final seed distribution position. Furthermore, additional mathematical elements, notably addition operations, are identified. The identified modulo concept offers a compelling avenue for enriching mathematical pedagogy, particularly in the realm of modulo arithmetic operations, by providing an alternative cultural context for learning.References
Alvisari, D., Lah, Y. C., & Tun, H. (2023). The effectiveness of the traditional game Congklak in developing children's cognitiveness at kindergarten. Journal of Basic Education Research, 4(3), 137-145. https://doi.org/10.37251/jber.v4i3.893
D’Ambrosio, U., Rosa, M. (2017). Ethnomathematics and its pedagogical action in mathematics education. In: Rosa, M., Shirley, L., Gavarrete, M., Alangui, W. (eds) Ethnomathematics and its Diverse Approaches for Mathematics Education (pp. 285-305). Springer. https://doi.org/10.1007/978-3-319-59220-6_12
Direktorat Warisan dan Diplomasi Budaya. (2012). Warisan Budaya Takbenda Indonesia. https://warisanbudaya.kemdikbud.go.id/?newdetail&detailCatat=2196
Hidayati, F. N., & Prahmana, R. C. I. (2022). Ethnomathematics’ research in Indonesia during 2015-2020. Indonesian Journal of Ethnomathematics, 1(1), 29-42. http://doi.org/10.48135/ije.v1i1.29-42
Hockey, J. (2020). Interviews as ethnography? Disembodied social interaction in Britain. In British Subjects (pp. 209-222). Routledge. http://dx.doi.org/10.4324/9781003084822-20
Hung, H. T., Yang, J. C., Hwang, G. J., Chu, H. C., & Wang, C. C. (2018). A scoping review of research on digital game-based language learning. Computers & Education, 126, 89-104. https://doi.org/10.1016/j.compedu.2018.07.001
Irawan, A., Rahayu, W., & Nuzulah, R. (2023). Design and build of android-based mathematics learning media with traditional game ethnomathematics approach. AIP Conference Proceedings, 2734(1), 090009. https://doi.org/10.1063/5.0156445
Iswinarti, I., & Suminar, D. R. (2019). Improving children’s problem-solving skills through Javanese traditional games. Jurnal Cakrawala Pendidikan, 38(3), 578-589. https://doi.org/10.21831/cp.v38i3.25331
Kamid, S., Septi, S. E., & Citra, Y. D. (2021). The contribution of the traditional game of Congklak to mathematics learning: How is the relationship and influence of interest, cooperative character and student responses. Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran, 11(2), 280-295. http://dx.doi.org/10.25273/pe.v11i2.9995
Kurniawan, D. A., Kiska, N. D., & Damayanti, L. (2022). Teaching primary school students through local cultural games for improving positive characters. International Journal of Instruction, 15(3), 1047-1078. https://doi.org/10.29333/iji.2022.15356a
Li, M. C., & Tsai, C. C. (2013). Game-based learning in science education: A review of relevant research. Journal of Science Education and Technology, 22, 877-898. https://doi.org/10.1007/s10956-013-9436-x
Louie, N. L. (2017). The culture of exclusion in mathematics education and its persistence in equity-oriented teaching. Journal for Research in Mathematics Education, 48(5), 488-519. https://doi.org/10.5951/jresematheduc.48.5.0488
Machaba, F., & Dhlamini, J. (2021). Ethnomathematics as a fundamental teaching approach. In Mathematics teaching and professional learning in sub-Sahara Africa (pp. 59-76). Springer International Publishing. https://doi.org/10.1007/978-3-030-82723-6_5
Mawere, M. (2015). Indigenous knowledge and public education in sub-Saharan Africa. Africa Spectrum, 50(2), 57-71. https://doi.org/10.1177/000203971505000203
Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. European Journal of General Practice, 24(1), 9-18. https://doi.org/10.1080/13814788.2017.1375091
Nasir, N. I. S., Hand, V., & Taylor, E. V. (2008). Culture and mathematics in school: Boundaries between “cultural” and “domain” knowledge in the mathematics classroom and beyond. Review of Research in Education, 32(1), 187-240. https://doi.org/10.3102/0091732X07308962
Nurjatisari, T., Narawati, T., Nugraheni, T., & Riyadi, L. (2023). Empowering the potential of local cultural wisdom in the packaging of performing arts: A force for forming community identity in the Kampung Seni Edas Bogor City. Gelar: Jurnal Seni Budaya, 21(2), 162-174. http://dx.doi.org/10.33153/glr.v21i2.4734
Prahmana, R. C. I. (2022). Ethno-realistic mathematics education: The promising learning approach in the city of culture. SN Social Sciences, 2(12), 257. https://doi.org/10.1007/s43545-022-00571-w
Prahmana, R. C. I., Arnal-Palacián, M., Risdiyanti, I., & Ramadhani, R. (2023). Trivium curriculum in Ethno-RME approach: An impactful insight from ethnomathematics and realistic mathematics education. Jurnal Elemen, 9(1), 298-316. https://doi.org/10.29408/jel.v9i1.7262
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. https://doi.org/10.22342/jme.12.1.11745.93-112
Pyo, J., Lee, W., Choi, E. Y., Jang, S. G., & Ock, M. (2023). Qualitative research in healthcare: Necessity and characteristics. Journal of Preventive Medicine and Public Health, 56(1), 12-20. http://dx.doi.org/10.3961/jpmph.22.451
Qirom, M. S., & Juandi, D. (2023). Learning from Indonesia: A systematic literature review on the implementation of traditional Indonesian games for mathematics education. Beta: Jurnal Tadris Matematika, 16(2), 136-150. https://doi.org/10.20414/betajtm.v16i2.570
Risdiyanti, I., Prahmana, R. C. I., & Shahrill, M. (2019). The learning trajectory of social arithmetic using an Indonesian traditional game. Ilkogretim Online, 18(4), 2094-2108. http://dx.doi.org/10.17051/ilkonline.2019.639439
Rosa, M., & Orey, D. C. (2021). An ethnomathematical perspective of STEM education in a glocalized world. Bolema: Boletim de Educação Matemática, 35, 840-876. http://dx.doi.org/10.1590/1980-4415v35n70a14
Silverman, G. S., Baroiller, A., & Hemer, S. R. (2021). Culture and grief: Ethnographic perspectives on ritual, relationships and remembering. Death Studies, 45(1), 1-8. https://doi.org/10.1080/07481187.2020.1851885
Siraj-Blatchford, I. (2010). An ethnographic approach to researching young children's learning. In Doing Early Childhood Research (pp. 271-289). Routledge. http://dx.doi.org/10.4324/9781003115397-16
Supriadi, Robiansyah, F., Wardana, D., Mamuhdah, I. Z., Fitri, E. N., & Nur’azizah, E. (2023). Analysis of didactic design of integer operation number in Sundanese ethnomathematics learning with Congklak games for pre-service elementary school teacher students. AIP Conference Proceedings, 2621(1), 020010. https://doi.org/10.1063/5.0142464
Susanti, E. (2020). Ethnomathematics: Mathematical concept in the local game of tong tong galitong ji for high school. Participatory Educational Research, 8(1), 219-231. https://doi.org/10.17275/per.21.12.8.1
Tracy, S. J. (2019). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. John Wiley & Sons.
Tusolihah, N., Misri, M. A., & Nursuprianah, I. (2022). Ethnomathematics exploration of the traditional game of Congklak. Eduma: Mathematics Education Learning and Teaching???, 11(2), 203-212. http://dx.doi.org/10.24235/eduma.v11i2.10300
Van, V. H. (2022). Education patriotism from education of traditional cultural values. Synesis, 14(2), 119-134. https://seer.ucp.br/seer/index.php/synesis/article/view/2196
Yantoro, Kurniawan, D. A., & Silvia, N. (2021). Implementation of the Congklak traditional game in madrasah ibtidaiyah and elementary school. Jurnal Pendidikan Agama Islam, 18(2), 407-430. https://doi.org/10.14421/jpai.2021.182-11
Downloads
Published
How to Cite
Issue
Section
License
License and Copyright Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Journal of Honai Math Posting Your Article Policy at http://journalfkipunipa.org/index.php/jhm/about
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Copyright
Authors who publish with Journal of Honai Math 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 (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment 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 acknowledgment 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.
