Jambi Cultur Potential in Mathematics Learning: Jambi’s Ethnomathematic
Abstract
This study aims to identify the potential of Jambi culture that can be used as a learning resource in learning mathematics. The focus of the study is to identify culture in the form of objects so that it can be observed and used as an example of modeling mathematical arithmetic concepts. Researchers used a qualitative research approach with ethnographic methods. The research findings were analyzed using descriptive analysis. Based on the findings, there are several Jambi cultures that can be used as learning resources with an ethnomathematical approach, that are; Community work, community arts and crafts, traditional ceremonies, dance movements, music rhythms, folk games, temple relics. Implementation of this research, researchers can give advice in using material culture to be used as a source of learning mathematics. The novelty in this study is that the temple heritage is a Jambi culture that has the potential to be used as a source of learning mathematics.
Downloads
Download data is not yet available.
References
Alsina, Á., & Mulà, I. (2019). Advancing towards a transformational professional competence model through reflective learning and sustainability: The case of mathematics teacher education. Sustainability, 11(15), 4039.
Alvarez, S. E., Dagnino, E., & Escobar, A. (2018). Introduction: the cultural and the political in Latin American social movements. In Cultures of Politics Politics of Cultures (pp. 1-30). Routledge.
Amel, E., Manning, C., Scott, B., & Koger, S. (2017). Beyond the roots of human inaction: Fostering collective effort toward ecosystem conservation. Science, 356(6335), 275-279.
Ayan, R., & Isiksal-Bostan, M. (2019). Middle school students’ proportional reasoning in real life contexts in the domain of geometry and measurement. International Journal of Mathematical Education in Science and Technology, 50(1), 65-81.
Barkatsas, T., Law, H. Y., Wong, N. Y., & Seah, W. T. (2018). Valuing from student’s perspectives as a lens to understand mathematics learning: The case of Hong Kong. In Views and Beliefs in Mathematics Education (pp. 43-53). Springer, Cham.
Baytiyeh, H. (2017). Socio-cultural characteristics: the missing factor in disaster risk reduction strategy in sectarian divided societies. International journal of disaster risk reduction, 21, 63-69.
Bozkurt, G. (2017). Social Constructivism: Does It Succeed in Reconciling Individual Cognition with Social Teaching and Learning Practices in Mathematics?. Journal of Education and Practice, 8(3), 210-218.
Carreira, S., & Baioa, A. M. (2018). Mathematical modelling with hands-on experimental tasks: On the student’s sense of credibility. ZDM, 50(1), 201-215.
Chen, H., & Rahman, I. (2018). Cultural tourism: An analysis of engagement, cultural contact, memorable tourism experience and destination loyalty. Tourism Management Perspectives, 26, 153-163.
Cundill, G., Bezerra, J. C., De Vos, A., & Ntingana, N. (2017). Beyond benefit sharing: Place attachment and the importance of access to protected areas for surrounding communities. Ecosystem Services, 28, 140-148.
Dewi, P., & Budiwirman, B. (2020). Analysis of the Symbolic Meaning and Cultural Identity in Sarolangun Batik Arts Jambi Province. International Journal of Educational Dynamics, 2(2), 10-18.
Ernest, P. (2018). The philosophy of mathematics education: An overview. The philosophy of mathematics education today, 13-35.
Gutstein, E. R. (2018). The struggle is pedagogical: Learning to teach critical mathematics. The philosophy of mathematics education today, 131-143.
Kartikawangi, D. (2017). Symbolic convergence of local wisdom in cross–cultural collaborative social responsibility: Indonesian case. Public Relations Review, 43(1), 35-45.
Lewis, D. M., Al-Shawaf, L., Conroy-Beam, D., Asao, K., & Buss, D. M. (2017). Evolutionary psychology: A how-to guide. American Psychologist, 72(4), 353.
Markovits, Z., & Forgasz, H. (2017). “Mathematics is like a lion”: Elementary students’ beliefs about mathematics. Educational Studies in Mathematics, 96(1), 49-64.
Munawaroh, E., Isnaini, Y., Ajiningrum, P. S., Susiarti, S., & Purwanto, Y. (2020). Cultural Significance Analysis to Support the Valuation of Non Timber Forest Products of the Malay Community in Tanjung Jabung, Jambi, Sumatera. Journal of Tropical Ethnobiology, 3(2), 149-174.
Murphy, C., Abu-Tineh, A., Calder, N., & Mansour, N. (2021). Teachers and students’ views prior to introducing inquiry-based learning in Qatari science and mathematics classrooms. Teaching and Teacher Education, 104, 103367.
Nugroho, D. C., & Widjajanti, D. B. (2019, October). Ethnomathematics: humanistic learning to manage math anxiety. In Journal of Physics: Conference Series (Vol. 1320, No. 1, p. 012092). IOP Publishing.
Odinokaya, M., Krepkaia, T., Sheredekina, O., & Bernavskaya, M. (2019). The culture of professional self-realization as a fundamental factor of students’ internet communication in the modern educational environment of higher education. Education Sciences, 9(3), 187.
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.
Restivo, S. (2017). The social construction of mathematics. In Sociology, Science, and the End of Philosophy (pp. 253-281). Palgrave Macmillan, London.
Rytter, M. (2019). Writing against integration: Danish imaginaries of culture, race and belonging. Ethnos, 84(4), 678-697.
Samuels, A. J. (2018). Exploring Culturally Responsive Pedagogy: Teachers' Perspectives on Fostering Equitable and Inclusive Classrooms. SRATE Journal, 27(1), 22-30.
Tadaki, M., Sinner, J., & Chan, K. M. (2017). Making sense of environmental values: a typology of concepts. Ecology and Society, 22(1).
Tezer, M., & Cumhur, M. (2017). Mathematics through the 5E instructional model and mathematical modelling: The geometrical objects. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4789-4804.
Uge, S., Neolaka, A., & Yasin, M. (2019). Development of Social Studies Learning Model Based on Local Wisdom in Improving Students' Knowledge and Social Attitude. International Journal of Instruction, 12(3), 375-388.
Umbara, U., Wahyudin, W., & Prabawanto, S. (2021). Exploring Ethnomathematics with Ethnomodeling Methodological Approach: How Does Cigugur
Alvarez, S. E., Dagnino, E., & Escobar, A. (2018). Introduction: the cultural and the political in Latin American social movements. In Cultures of Politics Politics of Cultures (pp. 1-30). Routledge.
Amel, E., Manning, C., Scott, B., & Koger, S. (2017). Beyond the roots of human inaction: Fostering collective effort toward ecosystem conservation. Science, 356(6335), 275-279.
Ayan, R., & Isiksal-Bostan, M. (2019). Middle school students’ proportional reasoning in real life contexts in the domain of geometry and measurement. International Journal of Mathematical Education in Science and Technology, 50(1), 65-81.
Barkatsas, T., Law, H. Y., Wong, N. Y., & Seah, W. T. (2018). Valuing from student’s perspectives as a lens to understand mathematics learning: The case of Hong Kong. In Views and Beliefs in Mathematics Education (pp. 43-53). Springer, Cham.
Baytiyeh, H. (2017). Socio-cultural characteristics: the missing factor in disaster risk reduction strategy in sectarian divided societies. International journal of disaster risk reduction, 21, 63-69.
Bozkurt, G. (2017). Social Constructivism: Does It Succeed in Reconciling Individual Cognition with Social Teaching and Learning Practices in Mathematics?. Journal of Education and Practice, 8(3), 210-218.
Carreira, S., & Baioa, A. M. (2018). Mathematical modelling with hands-on experimental tasks: On the student’s sense of credibility. ZDM, 50(1), 201-215.
Chen, H., & Rahman, I. (2018). Cultural tourism: An analysis of engagement, cultural contact, memorable tourism experience and destination loyalty. Tourism Management Perspectives, 26, 153-163.
Cundill, G., Bezerra, J. C., De Vos, A., & Ntingana, N. (2017). Beyond benefit sharing: Place attachment and the importance of access to protected areas for surrounding communities. Ecosystem Services, 28, 140-148.
Dewi, P., & Budiwirman, B. (2020). Analysis of the Symbolic Meaning and Cultural Identity in Sarolangun Batik Arts Jambi Province. International Journal of Educational Dynamics, 2(2), 10-18.
Ernest, P. (2018). The philosophy of mathematics education: An overview. The philosophy of mathematics education today, 13-35.
Gutstein, E. R. (2018). The struggle is pedagogical: Learning to teach critical mathematics. The philosophy of mathematics education today, 131-143.
Kartikawangi, D. (2017). Symbolic convergence of local wisdom in cross–cultural collaborative social responsibility: Indonesian case. Public Relations Review, 43(1), 35-45.
Lewis, D. M., Al-Shawaf, L., Conroy-Beam, D., Asao, K., & Buss, D. M. (2017). Evolutionary psychology: A how-to guide. American Psychologist, 72(4), 353.
Markovits, Z., & Forgasz, H. (2017). “Mathematics is like a lion”: Elementary students’ beliefs about mathematics. Educational Studies in Mathematics, 96(1), 49-64.
Munawaroh, E., Isnaini, Y., Ajiningrum, P. S., Susiarti, S., & Purwanto, Y. (2020). Cultural Significance Analysis to Support the Valuation of Non Timber Forest Products of the Malay Community in Tanjung Jabung, Jambi, Sumatera. Journal of Tropical Ethnobiology, 3(2), 149-174.
Murphy, C., Abu-Tineh, A., Calder, N., & Mansour, N. (2021). Teachers and students’ views prior to introducing inquiry-based learning in Qatari science and mathematics classrooms. Teaching and Teacher Education, 104, 103367.
Nugroho, D. C., & Widjajanti, D. B. (2019, October). Ethnomathematics: humanistic learning to manage math anxiety. In Journal of Physics: Conference Series (Vol. 1320, No. 1, p. 012092). IOP Publishing.
Odinokaya, M., Krepkaia, T., Sheredekina, O., & Bernavskaya, M. (2019). The culture of professional self-realization as a fundamental factor of students’ internet communication in the modern educational environment of higher education. Education Sciences, 9(3), 187.
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.
Restivo, S. (2017). The social construction of mathematics. In Sociology, Science, and the End of Philosophy (pp. 253-281). Palgrave Macmillan, London.
Rytter, M. (2019). Writing against integration: Danish imaginaries of culture, race and belonging. Ethnos, 84(4), 678-697.
Samuels, A. J. (2018). Exploring Culturally Responsive Pedagogy: Teachers' Perspectives on Fostering Equitable and Inclusive Classrooms. SRATE Journal, 27(1), 22-30.
Tadaki, M., Sinner, J., & Chan, K. M. (2017). Making sense of environmental values: a typology of concepts. Ecology and Society, 22(1).
Tezer, M., & Cumhur, M. (2017). Mathematics through the 5E instructional model and mathematical modelling: The geometrical objects. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4789-4804.
Uge, S., Neolaka, A., & Yasin, M. (2019). Development of Social Studies Learning Model Based on Local Wisdom in Improving Students' Knowledge and Social Attitude. International Journal of Instruction, 12(3), 375-388.
Umbara, U., Wahyudin, W., & Prabawanto, S. (2021). Exploring Ethnomathematics with Ethnomodeling Methodological Approach: How Does Cigugur
Published
2023-01-31
How to Cite
SUTRIMO, Sutrimo et al.
Jambi Cultur Potential in Mathematics Learning: Jambi’s Ethnomathematic.
Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, [S.l.], v. 7, n. 1, p. 162 - 174, jan. 2023.
ISSN 2549-5070.
Available at: <https://e-journal.ivet.ac.id/index.php/matematika/article/view/2313>. Date accessed: 27 july 2025.
doi: https://doi.org/10.31331/medivesveteran.v7i1.2313.
Issue
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright for all articles belongs to the authors. All other copyright is held by the journal.
