ETHNOMATHEMATICS INTEGRATION IN MATHEMATICS EDUCATION: A CASE STUDY OF FORT ROTTERDAM IN MAKASSAR

DOI: https://doi.org/10.30605/pedagogy.v9i1.3801
Keywords: Ethnomathematics, Fort Rotterdam Makassar

Abstract

This research investigates the integration of ethnomathematics into mathematics education through a case study of Fort Rotterdam in Makassar. The urgency of this study lies in the recognition of the significance of ethnomathematics in enriching students' learning experiences and fostering cultural understanding in mathematics education. The study use a qualitative case study method, focusing on Fort Rotterdam as a historical and architectural landmark. Data collection involves observational techniques to examine the mathematical principles inherent in the fort's design and construction. Through systematic observation and analysis, the research aims to uncover how mathematical concepts are manifested in the architecture and layout of Fort Rotterdam, thereby illustrating the integration of mathematics into cultural artifacts. The findings reveal the intricate relationship between mathematics, culture, and history exemplified by Fort Rotterdam. Geometry, trigonometry, and other mathematical principles are intricately woven into the fort's structure, reflecting the practical applications of mathematics in historical contexts. This study underscores the importance of ethnomathematics in mathematics education, emphasizing its role in broadening students' perspectives and fostering a deeper understanding of the subject. In conclusion, the integration of ethnomathematics into mathematics education, as exemplified by the case study of Fort Rotterdam, offers valuable insights into the practical applications of mathematics within cultural contexts. By recognizing and appreciating the mathematical practices embedded in cultural artifacts, educators can enhance the relevance and significance of mathematics education, promoting cultural appreciation and understanding among students.

Downloads

Download data is not yet available.

References

Arsy Tours. (2015, Juni). sejarah-fort-rotterdam. Retrieved from arsy.co.id: https://www.arsy.co.id/2015/06/sejarah-fort-rotterdam.html
D’Ambrosio, U., 2011. Ethnomathematics. Link Between Traditions and Modernity. In Rotterdam: Sense Publisher.
Fajriyah, E., 2018. Peran Etnomatematika Terkait Konsep Matematika dalam Mendukung Literasi. In Jurnal Prisma 1, Prosiding Seminar Nasional Matematika (pp. 114–119).
Halawa, S., & Darmawan Harefa. (2024). The Influence of Contextual Teaching And Learning Based Discovery Learning Models On Abilities Students’ Mathematical Problem Solving. Afore : Jurnal Pendidikan Matematika, 3(1), 11-25. https://doi.org/10.57094/afore.v3i1.1711
Hardiarti, S., 2017. Etnomatematika: Aplikasi Bangun Datar Segi Empat Pada Candi Muaro Jambi. Jurnal Aksioma, 8(2).
Indriani, E., Fauzan, A., Syarif, A., Zainil, M., & Gistituati, N. (2024). Development of Ethnomathematics-Based Module to Improve Students’ Critical Thinking Skills. AL-ISHLAH: Jurnal Pendidikan, 16(1), 371-386.
Marlina, E., & Azis, F. (2023). The Ethnomathematical Concept of Sundanese Local Wisdom through Building Space for the Earth Alit Kabuyutan West Java Site as the Development of Mathematics Learning Media. International Journal of Quantitative Research and Modeling, 4(2), 76-81.
Marsigit, Setiana, D. S., & Hardiarti, S., 2016. Pengembangan Pembelajaran Matematika Berbasis Etnomatematika. Prosiding Seminar Nasional Etnomatnesia (pp. 20-38).
Putri, L., 2017. Eksplorasi Etnomatematika Kesenian Rebana Sebagai Sumber Belajar Matematika Pada Jenjang MI. Jurnal Ilmiah”PENDIDIKAN DASAR”, 4(1), 21-31
Sarwoedi, S., Marinka, D. O., Febriani, P., & Wirne, I. N. (2018). Efektifitas etnomatematika dalam meningkatkan kemampuan pemahaman matematika siswa. Jurnal Pendidikan Matematika Raflesia, 3(2), 171-176. https://doi.org/10.33369/jpmr.v3i2.7521
Sulasteri, S., Nur, F., & Kusumayanti, A. (2020). Ethnomathematics: The Exploration of Learning Geometry at Fort Rotterdam of Makassar. ICMIs 2018, 151–157. https://doi.org/10.5220/0008518601510157
Villarin, J., Dolino, C., Fin, R., Miñoza, M. L. ., Ubay, R., & Kilag, O. K. (2024). Unlocking Mathematical Learning: Exploring Ethnomathematics’ Impact on Student Engagement, Conceptual Understanding, and Equity in Mathematics Education. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(3), 157-163. https://risejournals.org/index.php/imjrise/article/view/199
Wahyuni, A., Tias, A. A. W., & Sani, B. (2013, November). Peran etnomatematika dalam membangun karakter bangsa. In Makalah Seminar Nasional Matematika dan Pendidikan Matematika, Prosiding, Jurusan Pendidikan Matematika FMIPA UNY, Yogyakarta: UNY (Vol. 1, No. 1, pp. 114-118). https://core.ac.uk/download/pdf/18454275.pdf
Wikipedia. (2023, oktober 13). Benteng_Rotterdam. Retrieved from id.wikipedia.org: https://id.wikipedia.org/wiki/Benteng_Rotterdam
Published
26-05-2024
How to Cite
Ashari, N. W., & Alimuddin, F. (2024). ETHNOMATHEMATICS INTEGRATION IN MATHEMATICS EDUCATION: A CASE STUDY OF FORT ROTTERDAM IN MAKASSAR. Pedagogy: Jurnal Pendidikan Matematika, 9(1), 109-118. https://doi.org/10.30605/pedagogy.v9i1.3801
Issue
Vol. 9 No. 1 (2024): Pedagogy : Jurnal Pendidikan Matematika
Section
Articles

Copyright (c) 2024 Nur Wahidin Ashari

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.