Learning Geometry and Values from the Begalan Tradition: Ethnomatematic in Begalan Culture of Banyumas, Indonesia

Umy Zahroh, 196907192000032002 and Kusno, - and Reni Astuti, - and Muchtadi, - and Kusaeri, - and Triyono, - (2022) Learning Geometry and Values from the Begalan Tradition: Ethnomatematic in Begalan Culture of Banyumas, Indonesia. In: Embracing Society 5.0 With Humanity. BILDUNG bekerja sama dengan Direktorat Program Pascasarjana Universitas Muhammadiyah Malang, Yogyakarta, pp. 470-482. ISBN 978-623-6225-67-7

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Abstract

Mathematics cannot be separated from cultural development so that mathematics learning must respect the cultural context [19]. Therefore, in order for students to learn mathematics effectively, they need a bridge between mathematics and culture in the form of ethnomathematics [25]. This is in line with the opinion of [6];[27] that the more relevant mathematics lessons to real life, the less correlation there is between mathematics and student understanding. Studies related to ethnomathematics are currently being carried out by researchers from all over the world. For example, examined the effect of using ethnomathematical ornamentation to study the congruence of triangles in Palestine. Examines insights about teacher awareness of the use of ethnomathematics in geometry learning in South Africa [27]. Researched ethnomathematics in the Beskalan Putri Malang Dance in Indonesia. Researching ethnomathematics in the Temple of Heaven, one of the famous heritage sites in Beijing, China [31]. Investigated the enculturation of mathematics in Ethiopia to help develop a culture-responsive mathematics education curriculum. Furthermore, emphasized that the Ethnomathematics-based curriculum helps students demonstrate a consistent mathematical process as they reason, solve problems, communicate ideas, and choose appropriate representations through the development of everyday mathematical practices.

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