BELAJAR MATEMATIKA MELALUI BATIK JLAMPRANG
Keywords:
Mathematics, Ethnomathematics, Batik Jlamprang
Abstract
The concept of mathematics sometimes arises naturally through the culture of society based on the knowledge and views of tribes or groups of the society and individuals with or without going through a formal education. Cultural math (Ethnomathematics) will contribute greatly to the learning of mathematics in enhancing the love of the local culture. The purpose of this study is to describe the mathematical concepts contained in one of Batik motives, Jlamprang, and its utilization in mathematics learning as well as to increase the love of the local culture in the students. The use of mathematics-based learning is expected to help students in stimulating the curiosity of mathematics subjects. The result of this study is in the form of mathematical concepts contained in Batik Jlamprang; the concept of the circles, symmetry, and tangent to the circle. Mathematical concepts contained in Batik Jlamprang can be used to introduce local culture of Pekalongan city.References
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Andika A, Didi S, Tatang H , Cece R.(2014)Study of Ethnomathematics : A lesson from the Baduy Culture.International Journal of Education and Research Vol. 2 No. 10 October
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Astri W, Ayu A.W.T, Budiman.S. (2013) Peran Etnomatematika dalam membangun Karakter Bangsa. Makalah Prosiding Seminar Nasional Matematika dan Pendidikan Matematika. Pendidikan Matematika FMIPA UNY
Chairunnisa, 2015.Keefektivan Pembelajaran Team Quiz Berbantuan Alat Peraga Materi Lingkaran Kelas VIII.Jurnal Delta Vol.3 No.2
Hamdani. 2011. Strategi Belajar Mengajar. Bandung: Pustaka Setia.
Massarwe, K., Verner, I., & Bshouty, D. (2010). An ethnomathe-matics in analyzing and constructing ornaments in a geometry class. Journal of Mathematics and Culture, 5(1), pp. 120.
Rusman.2010.Model – Model Pembelajaran Mengembangkan Profesionalisme Guru, Jakarta: RajaGrafindo Persada.
Owens, Key. 2010. Papua New Guinea Indigenous Knowledges about Mathematical Concepts. Journal of Mathematics & Culture ICEM 4 Focus Issue. ISSN-1558-5336
Uno, Hamzah dan Mohamad Nurdin. 2011. Belajar dengan Pendekatan PAILKEM. Jakarta: Bumi Aksara.
Adam, S. (2002). Ethnomathematics in the Maldivian curriculum. In M. de Monteiro (Ed.), Proceedings of the 2nd International Congress on Ethnomathematics (ICEM2), CD Rom, Ouro Preto, Brazil: Lyrium Comunacacao.
Andika A, Didi S, Tatang H , Cece R.(2014)Study of Ethnomathematics : A lesson from the Baduy Culture.International Journal of Education and Research Vol. 2 No. 10 October
Apple, M. (2004). Ideology and curriculum (3rd ed.). New York: Routledge Falmer
Ascher, M,. (1991). Ethnomathematics: A Multicultural view of mathematical ideas. Pasific Grove. Calivornia.
Astri W, Ayu A.W.T, Budiman.S. (2013) Peran Etnomatematika dalam membangun Karakter Bangsa. Makalah Prosiding Seminar Nasional Matematika dan Pendidikan Matematika. Pendidikan Matematika FMIPA UNY
Chairunnisa, 2015.Keefektivan Pembelajaran Team Quiz Berbantuan Alat Peraga Materi Lingkaran Kelas VIII.Jurnal Delta Vol.3 No.2
Hamdani. 2011. Strategi Belajar Mengajar. Bandung: Pustaka Setia.
Massarwe, K., Verner, I., & Bshouty, D. (2010). An ethnomathe-matics in analyzing and constructing ornaments in a geometry class. Journal of Mathematics and Culture, 5(1), pp. 120.
Rusman.2010.Model – Model Pembelajaran Mengembangkan Profesionalisme Guru, Jakarta: RajaGrafindo Persada.
Owens, Key. 2010. Papua New Guinea Indigenous Knowledges about Mathematical Concepts. Journal of Mathematics & Culture ICEM 4 Focus Issue. ISSN-1558-5336
Uno, Hamzah dan Mohamad Nurdin. 2011. Belajar dengan Pendekatan PAILKEM. Jakarta: Bumi Aksara.
Section
Makalah Pendukung
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