Keywords
the curved side of solid figure
pottery making
How to Cite
Abstract
This study was motivated by the observation that students who understand formal mathematics do not necessarily understand non-formal mathematics in society. This shows that mathematics learning in schools has not fully involved the things around students and tends to only train students' ability to answer questions. The purpose of this study is to describe the way pottery crafters construct curved-sided spaces and reveal the concept of curved-sided spaces found in pottery making in Banyumulek Village. This type of research is descriptive qualitative research. The subjects in this study were two pottery artisans who were selected using purposive sampling technique. The research subjects were chosen based on certain considerations, namely the subject is a practitioner or expert in making pottery. The data collection techniques used were interviews, observation, and documentation. The results showed that the way pottery craftsmen construct the curved side space in pottery making consists of 4 processes, namely, making tombong (base), bebentet (curved side), belong (neck or connecting curve), and making biwir (mouth or lid) pottery. In addition, there is a concept of curved-sided space in pottery making in Banyumulek Village, namely the concept of partial tubes, cones, spheres, and the concept of whole tubes.
References
Astriandini, M. G., & Kristanto, Y. D. (2021). Kajian etnomatematika pola batik keraton surakarta melalui analisis simetri. Mosharafa: Jurnal Pendidikan Matematika, 10(1), 13-24.
Barton, B. (1996). Making sense of ethnomathematics: Ethnomathematics is making sense. Educational Studies in Mathematics. 31. 201-203. https://doi.org/10.1007/BF00143932
D'Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44–48.
Farhan, M., Apriyanto, M. T., & Hakim, A. R. (2021). Etnomatematika: Eksplorasi uma lengge untuk pembelajaran matematika di sekolah. Jurnal Derivat. 8(2): 98-106. https://doi.org/10.31316/j.derivat.v8i2.1965
Fauzi, A., & Lu’luilmaknun, U. (2019). Etnomatematika pada permainan dengklaq sebagai media pembelajaran matematika. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 8(3), 408-419. https://doi.org/10.24127/ajpm.v8i3.2303
Hardiarti, S. (2017). Etnomatematika: Aplikasi bangun datar segiempat pada candi muaro jambi. Aksioma, 8(2), 99-110. https://doi.org/10.26877/aks.v8i2.1707
Karnilah, N., Juandi, D., & Turmudi. (2013). Study ethnomathematics: Pengungkapan Sistem bilangan masyarakat adat Baduy (Universitas Pendidikan Indonesia). Universitas Pendidikan Indonesia. Retrieved from: http://repository.upi.edu/id/eprint/385
Kusaeri, A., & Pardi, M. H. H. (2019). Matematika dan budaya Sasak: Kajian etnomatematika di Lombok Timur. Jurnal Elemen, 5(2), 125-139. https://doi.org/10.29408/jel.v5i2.1044
Muslim, S. R., & Prabawati, M. N. (2020). Studi etnomatematika terhadap para pengrajin payung geulis Tasikmalaya Jawa Barat. Mosharafa: Jurnal Pendidikan Matematika, 9(1), 59–70.
Marvin, H. (1999). Theories of culture in postmodern times. New York: Altamira Press
Nursyeli, F. & Puspitasari, N. (2021). Studi etnomatematika pada candi Cangkuang Leles Garut Jawa Barat. Plusminus: Jurnal Pendidikan Matematika, 1(2), 327-338. https://doi.org/10.31980/plusminus.v1i2.1265
Pradana, P. H. (2016). Penerapan pendidikan karakter dalam pembelajaran matematika. Prosiding Seminar Nasional Pendidikan, 1, 92-100. Jember: Universitas Jember. Retrieved from: https://jurnal.unej.ac.id/index.php/fkip-epro/article/view/5851
Puspadewi, K. R., & Putra, I. G. N. N. (2014). Etnomatematika di balik kerajinan anyaman Bali. Jurnal Matematika, 4(2), 80-89. Retrieved from: https://ojs.unud.ac.id/index.php/jmat/article/download/12552/8647/
Rahmawati, Y. & Muchlian, M. (2019). Eksplorasi Etnomatematika rumah gadang Minangkabau Sumatera Barat. Jurnal Analisa, 5(2), 124-136. https://doi.org/10.15575/ja.v5i2.5942
Resfaty, A. G., Hidayat, E., & Muzdalipah, I. (2019). Studi etnomatematika : Mengungkap gagasan dan pola geometris pada kerajinan anyaman mendong di Manonjaya kabupaten Tasikmalaya. Journal of Authentic Research on Mathematics Education (JARME), 1(1), 19–26. https://doi.org/10.37058/jarme.v1i1.623
Richardo, R. (2017). Peran ethnomatematika dalam penerapan pembelajaran matematika pada kurikulum 2013. LITERASI (Jurnal Ilmu Pendidikan), 7(2), 118-125. https://doi.org/10.21927/literasi.2016.7(2).118-125
Sugiyono. (2015). Metode penelitian dan pengembangan pendekatan kualitatif, kuantitatif, dan R&D. Bandung: Alfabeta.
Supiyati, S., Hanum, F., & Jailani. (2019). Ethnomathematics in sasaknese architecture. Journal on Mathematics Education, 10(1), 47–57. https://doi.org/10.22342/jme.10.1.5383.47-58
Wahyuni, A., Aji, A., Tias, W., & Sani, B. (2013). Peran etnomatematika dalam membangun karakter bangsa. Prosiding dalam Seminar Nasional Penguatan Peran Matematika dan Pendidikan Matematika untuk Indonesia yang Lebih Baik. 1, 111–118. Yogyakarta: Universitas Negeri Yogyakarta. Retrieved from http://eprints.uny.ac.id/id/eprint/10738
Widyaningrum, A. Z. (2016). Analisis kesulitan siswa dalam mengerjakansoal cerita matematika materi aritmatika sosial ditinjau dari gaya belajar siswa kelas VII SMP Negeri 5 Metro tahun pelajaran 2015/2016. Iqra’, 1(2), 165-199. Retrieved from: https://journal.iaimnumetrolampung.ac.id/index.php/ji/article/download/72/53/198
Zayyadi, M. 2017. Eksplorasi etnomatematika pada batik Madura. SIGMA: Kajian Ilmu Pendidikan Matematika. 2(2); 35-40. http://dx.doi.org/10.0324/sigma.v2i2.124
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.