Culture-Based AKM Contexts with Ethnomathematical Research Findings of the Gravestone Industry

Resumo

Ethnomathematics research has primarily focused on exploring mathematical elements in culture and their application in learning. However, the use of local culture as context in the Minimum Competency Assessment (AKM) questions that measure students’ numeracy literacy skills remain limited and need to be further developed. In fact, the AKM framework identifies the socio-cultural context as one of the contexts for question development. This study aims to identify mathematical elements within the kijing (gravestone) industry (including tradition, tools, materials, production, distribution, and installation) to serve as context for AKM questions development using the Research and Development (R&D) method with the 4D model (Define, Design, Develop, Disseminate). In the Define stage, an ethnographic exploration was conducted through interviews and observations using maximal variation sampling, involving business owners, employees, and the community. The research data were transcribed, coded, and analyzed using source and technique triangulation based on industrial sub-topics. The resulting interpretations were mathematically analyzed in reference to the 2023 AKM framework. A key strength of this research lies in the credibility of the mathematical interpretations, which were evaluated by three high school mathematics teachers acting as raters through inter-rater reliability testing to ensure objectivity and strong consensus regarding the identified mathematical elements. The results identified mathematical elements across four domains (numbers, geometry, algebra, and data and uncertainty) and 27 learning progressions within the AKM framework. The Design stage involved analyzing the intersections and interconnections between domains, sub-domains, and learning progressions across various cultural contexts, resulting in six stimulus sets. The Develop stage encompassed the creation of 17 numeracy literacy items, which were validated by two expert lecturers; the results were categorized as "highly valid" (6 items) and "valid" (11 items). This was followed by revisions based on the feedback provided until the items were declared fit for use. Finally, the Disseminate stage was conducted through publication in a simple scientific forum and the distribution of the instruments to educational practitioners. The results of this study are expected to inspire teachers in developing AKM items based on cultural contexts. Abstrak Penelitian etnomatematika selama ini berfokus pada eksplorasi unsur matematika dalam budaya dan penerapannya dalam pembelajaran. Namun, pemanfaatan budaya lokal sebagai konteks soal Asesmen Kompetensi Minimum (AKM) yang mengukur kemampuan literasi numerasi peserta didik masih terbatas, meskipun konteks sosial budaya tercantum dalam framework AKM. Penelitian ini bertujuan mengidentifikasi unsur matematika pada industri kijing (batu nisan), meliputi aspek tradisi pemasangan kijing, alat, bahan, produksi, distribusi, dan pemasangan kijing, untuk digunakan sebagai konteks dalam pembuatan soal AKM melalui metode Research and Development (R&D) dengan model 4D (Define, Design, Develop, Disseminate). Pada tahap Define, dilakukan eksplorasi etnografi melalui wawancara dan observasi menggunakan teknik maximal variation sampling kepada pemilik usaha, karyawan, dan masyarakat. Data hasil penelitian ditranskrip, dikodekan dan dianalisis menggunakan triangulasi sumber dan teknik berdasarkan sub-topik industri kijing. Hasil interpretasi dianalisis secara matematis mengacu pada framework AKM 2023. Keunggulan penelitian ini terletak pada kredibilitas hasil interpretasi yang dinilai oleh tiga guru matematika SMA sebagai rater melalui uji reliabilitas inter-rater untuk menjamin objektivitas dan kesepakatan yang kuat terhadap temuan unsur matematika. Hasil penelitian mengidentifikasi unsur matematis pada empat domain matematika (bilangan, geometri, aljabar, serta data dan ketidakpastian) dan 27 learning progression dalam framework AKM. Tahap Design dilakukan analisis irisan dan keterkaitan antar domain, sub-domain, serta learning progression dalam berbagai konteks budaya yang menghasilkan enam stimulus soal. Tahap Develop mencakup pembuatan 17 butir soal literasi numerasi yang divalidasi oleh dua dosen ahli dengan hasil sangat valid (6 soal) dan valid (11 soal), diikuti dengan revisi soal sesuai masukan yang diberikan, hingga dinyatakan layak digunakan. Terakhir, tahap Disseminate dilakukan melalui publikasi pada forum ilmiah sederhana serta distribusi instrumen kepada praktisi pendidikan. Hasil penelitian ini diharapkan dapat menginspirasi guru dalam menyusun soal AKM berbasis konteks budaya.

Dados da obra

Tipo

Artigo

Periódico

Kreano: Jurnal Matematika Kreatif-Inovatif, v. 17, n. 1, p. 1-27

Editora

Universitas Negeri Semarang

Ano

2026 (2026-06-30)

Idioma

en

Palavras-chave

Research and Development; 4D Model; Ethnomathematics; The Gravestone Industry; Numeracy Literacy Skills; Minimum Competency Assessment (AKM); numeracy literacy; learning progression; inter-rater reliability; stimulus set; local culture in mathematics learning; geometry; algebra

Temas

Álgebra, Avaliação, Etnomatemática, Geometria

DOI

10.15294/kreano.v17i1.42266

ISSN

2086-2334, 2442-4218

Licença

cc-by-nc-sa

Acesso

Acesso aberto

Fontes

DOAJ — Directory of Open Access Journals; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026