The Impact of Ethnomathematics on Contextual Mathematics Learning in Elementary School
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Resumo
Abstrak: Penelitian ini bertujuan untuk mengetahui peran etnomatematika dalam penerapan pembelajaran matematika kontekstual di sekolah dasar. Metode penelitian yang digunakan ialah studi kepustakaan dengan tahapan Organize, Synthesize, dan Identify. Hasil penelitian menunjukkan bahwa etnomatematika dalam penerapan pembelajaran matematika merupakan salah satu solusi yang digunakan untuk meningkatkan minat belajar siswa. Selain itu etnomatemika juga dapat menghadirkan komponen-komponen pembelajaran antara lain konstruktivisme, bertanya, menemukan, masyarakat belajar, permodelan, refleksi dan penilaian otentik. Sehingga etnomatematika memudahkan siswa untuk belajar, karena konteks yang digunakan berupa budaya yang lazim siswa lihat, dengar dan lakukan sebagai anggota keluarga dan masyarakat. Pembelajaran kontekstual berbasis etnomatematika tentunya tidak hanya memberikan pengetahuan tentang konsep geometri saja, tetapi juga memberikan pengetahuan tentang budaya kehidupan masyarakat dimana siswa berada. Abstract: This study aims to determine the role of ethnomathematics in the application of contextual mathematics learning in elementary schools. The research method used is literature study with organizing, synthesizing, and identifying stages. The results showed that ethnomathematics in the application of mathematics learning is one of the solutions used to increase students' interest in learning. In addition, ethnomathematics can also present learning components, including constructivism, asking questions, discovering, learning communities, modeling, reflection, and authentic assessment. So that ethnomathematics makes it easier for students to learn, because the context used is in the form of a culture that students commonly see, hear, and do as family and community members. Ethnomathematics-based contextual learning, of course not only provides knowledge about geometric concepts, but also provides knowledge about the culture of community life where students are located.
Dados da obra
- Tipo
- Artigo
- Periódico
- EDUPEDIKA: Jurnal Studi Pendidikan dan Pembelajaran, v. 1, n. 2, p. 53-61
- Editora
- Yayasan Pelita Nusa Tenggara
- Ano
- 2022 (2022-08-31)
- Idioma
- id
- Palavras-chave
- ethnomathematics; contextual mathematics learning; primary school mathematics; student learning interest; constructivism; authentic assessment; modeling; reflection; learning communities; cultural context in mathematics
- Temas
- Avaliação, Etnomatemática, Geometria
- DOI
- 10.60004/edupedika.v1i2.30
- ISSN
- 2829-4319
- Licença
- https://journal.pelitanusa.or.id/index.php/edupedika
- Acesso
- Download disponível
- Fontes
- Crossref; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
HARTATI, Candra Dwi Ayu. The Impact of Ethnomathematics on Contextual Mathematics Learning in Elementary School. EDUPEDIKA: Jurnal Studi Pendidikan dan Pembelajaran, v. 1, n. 2, p. 53-61, 2022. DOI: https://doi.org/10.60004/edupedika.v1i2.30.
APA
Hartati, C. D. A. (2022). The Impact of Ethnomathematics on Contextual Mathematics Learning in Elementary School. EDUPEDIKA: Jurnal Studi Pendidikan dan Pembelajaran, 1(2), 53-61. https://doi.org/10.60004/edupedika.v1i2.30
BibTeX
@article{hartati2022,
author = {Hartati, Candra Dwi Ayu},
title = {The Impact of Ethnomathematics on Contextual Mathematics Learning in Elementary School},
year = {2022},
journal = {EDUPEDIKA: Jurnal Studi Pendidikan dan Pembelajaran},
volume = {1},
number = {2},
pages = {53-61},
publisher = {Yayasan Pelita Nusa Tenggara},
doi = {10.60004/edupedika.v1i2.30},
language = {id}
}RIS
TY - JOUR AU - Hartati, Candra Dwi Ayu TI - The Impact of Ethnomathematics on Contextual Mathematics Learning in Elementary School PY - 2022 JO - EDUPEDIKA: Jurnal Studi Pendidikan dan Pembelajaran VL - 1 IS - 2 SP - 53 EP - 61 DO - 10.60004/edupedika.v1i2.30 LA - id ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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