Ethnomathematics Study: Mathematical Concepts in Bima Weaving Motifs

Isnaniah Isnaniah; M. Imamuddin; Annisa Annisa

doi:10.35445/alishlah.v15i3.3687

Ethnomathematics Study: Mathematical Concepts in Bima Weaving Motifs

Isnaniah Isnaniah, M. Imamuddin, Annisa Annisa

Abstract

This study aimed to discover and investigate the mathematical concepts present in muna Mbojo (Bima weaving). This study was an ethnographic research, and employed a descriptive approach. This study's information was derived from observations and document reviews of Bima woven fabrics. The data was obtained using documentation by collecting the types or motifs of Bima weaving. Subsequently, in-depth observationswere conducted on the collected weaving. The data was analysed through reduction, presentation, and verification/conclusion. The results of the study found by the researchers namely: 1) bali motif (line motif) discovered mathematical concepts, including lines, rectangles, squares, and parallels; 2) wunta motif (flower motif) discovered mathematical concepts, including lines, sigsag lines/curves, angles, triangles, rhombuses, circles, alignments, symmetrical, translation/shifts, and reflections; and 3) kakando motif (bamboo shoots motif). Bima weaving is rich in motifs, weaving motifs that are generally produced by Bima people are bali motifs (lines), wunta motifs (flowers), and kakando motifs (bamboo shoots). In these motifs many mathematical concepts are found such as line, zigzag/curved line, angle, rectangle, square, triangle, rhombus, circle, alignment, symmetry, translation/shift, and mirroring. These mathematical concepts found in Bima weaving can be used by teachers to help or facilitate elementary school students in learning and understanding mathematical concepts. Learning mathematics will be more meaningful if teachers are able to involve students' culture in constructing their knowledge in the learning process.

Keywords

Ethnomathematics; Bima weaving; Mathematical concepts

Full Text:

PDF

References

Amalia, N., Sudirtha, I. G., & Angendari, M. D. (2021). Perkembangan Motif Kain Tenun Bima di Desa Ntonggu, Kecamatan Palibelo, Kabupaten Bima. Jurnal BOSAPARIS: Pendidikan Kesejahteraan Keluarga, 12(3), 97–106. https://doi.org/10.23887/jppkk.v12i3.37282

Andari, R. D., Wahyuni, S., Arohman, R. K., & Zayyadi, M. (2022). Eksplorasi Eduwisata Garam Sebagai Metode Pembelajaran Matematika Era New Normal. Lattice Journal : Journal of Mathematics Education and Applied, 2(1), 40. https://doi.org/10.30983/lattice.v2i1.5275

Banase, S., Disnawati, H., & Nahak, S. (2022). Eksplorasi Etnomatematika Kain Tenun pada Mayarakat Oeolo NTT untuk Mengungkapkan Konsep Matematis. EDU-MAT: Jurnal Pendidikan Matematika, 10(1), 86. https://doi.org/10.20527/edumat.v10i1.10698

Bishop, A. J. (1979). Visualising and Mathematics in a Pre-Technological Culture. Educational Studies in Mathematics, 10, 135–146.

Bishop, A. J. (1988). Mathematics Education in Its Cultural Context. Educational Studies in Mathematics, 19, 179–191. https://doi.org/https://doi.org/10.4324/9780203396391

D’Ambrosio, U. (1985). Ethnomathematics and Its Place in the History and Pedagogy of Mathematics. For the Learning of Mathematics, 5(February 1985), 44-48 (in 'Classics').

Fauzi, L. M., Hayati, N., & Satriawan, R. (2023). Perceptions of geometry and cultural values on traditional woven fabric motifs of the Sasak people. Jurnal Elemen, 9(January), 153–167. https://doi.org/https://doi.org/10.29408/jel.v9i1.6873

Fitriza, R., Putra, M. S., & Samad, D. (2020). Pengembangan Lembar Kerja Peserta Didik Berwawasan Al-Qur’an dan Budaya Minangkabau dalam Pembelajaran Matematika Kelas X. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(4), 1159–1171.

Guslinda, & Kurniaman, O. (2016). Perubahan Bentuk, Fungsi, dan Makna Tenun Songket Siak Pada Masyarakat Melayu Riau. Jurnal Primary Program Studi Pendidikan Guru Sekolah Dasar Fakultas Keguruan Dan Ilmu Pendidikan Universitas Riau, 5(September), 29–42.

Imamuddin, M., Isnaniah, I., Putra, A., & Rahmadila, R. (2019). Kemampuan Koneksi Matematika Siswa Dengan Pendekatan Kontekstual Di SMPN 1 Banuhampu. Al-Khwarizmi: Jurnal Pendidikan Matematika Dan Ilmu Pengetahuan Alam, 7(1), 11–22. https://doi.org/10.24256/jpmipa.v7i1.560

Imamuddin, M., Isnaniah, I., Rusdi, R., & Pedinal, P. (2019). Gender Based Perception on Understanding Mathematics Concept By Using PBL. HUMANISMA : Journal of Gender Studies, 3(1), 58–74. https://doi.org/10.30983/humanisme.v3i1.1061

Isnaniah, I., Firmanti, P., & Imamuddin, M. (2022). Eksplorasi Konsep Matematika dalam Tenun Songket Pandai Sikek. Al-Khwarizmi : Jurnal Pendidikan Matematika Dan Ilmu Pengetahuan Alam, 10(1), 61–74. https://doi.org/10.24256/jpmipa.v10i1.1991

Isnaniah, & Imamuddin, M. (2020). Students’ Understanding of Mathematical Concepts Using Manipulative Learning Media in Elementary Schools. Journal of Physics: Conference Series, 1471(1). https://doi.org/10.1088/1742-6596/1471/1/012050

Isnaniah, & M. Imamuddin. (2022). Pengembangan Soal Literasi Matematika Konteks Budaya Minangkabau Untuk Meningkatkan Literasi Matematika Siswa. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(4), 3716–3726. https://doi.org/https://doi.org/10.24127/ajpm.v11i4.5985

Juano, A., & Jediut, M. (2019). Eksplorasi Etnomatematika dan hubungannya Dengan Geometri Pada Matematika Dasar Dalam Budaya Masyarakat Manggarai. Jurnal Pendidikan Dan Kebudayaan Missio, 11(2), 270–278.

Maryati, & Prahmana, R. C. I. (2019). Ethnomathematics: Exploring the activities of culture festival. Journal of Physics: Conference Series, 1188(1), 1–6. https://doi.org/10.1088/1742-6596/1188/1/012024

Moh. Zayyadi. (2017). Eksplorasi Etnomatematika Pada Batik Madura. ∑IGMA, 2(2), 35–40. https://doi.org/10.55719/jrpm.v3i1.259

Mubin, I. (2016). Makna Simbol Atau Motif Kain Tenun Khas Masyarakat Daerah Bima Di Kelurahan Raba Dompu Kota Bima Propinsi Nusa Tenggara Barat. Historis | FKIP UMMat, 1(1), 21. https://doi.org/10.31764/historis.v1i1.205

Nomay, U., & Jamain Warwefubun. (2021). Hadrat In Tual City Maluku: The Role of arab Al-Katiri In Integration of Islam and Local Culture. Jurnal Fuaduna: Jurnal Kajian Keagamaan Dan Kemasyarakatan, 5(2), 155–165. https://doi.org/http://dx.doi.org/10.30983/fuaduna.v5i2.4969

Nurbaeti, Sowanto, Mikrayanti, Sarbudin, & Edison. (2019). Ethnomathematics on Woven Fabric (Tembe Nggoli) of Mbojo tribe society. Journal of Physics: Conference Series, 1280(2). https://doi.org/10.1088/1742-6596/1280/2/022049

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. https://doi.org/10.22342/jme.11.3.12949.439-456

Radiusman, & Dwi Juniati. (2022). Kajian Etnomatematika Kain Tenun Lombok Berdasarkan Pola Geometri Wallpaper dan Pola Geometri Frieze. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(3), 1909–1923. https://doi.org/https://doi.org/10.24127/ajpm.v11i3.5329

Risdiyanti, I., & Prahmana, R. C. I. (2018). Ethnomathematics: Exploration in Javanese culture. Journal of Physics: Conference Series, 943(1). https://doi.org/10.1088/1742-6596/943/1/012032

Rosa, M., & Orey, D. C. (2011). Ethnomathematics: the cultural aspects of mathematics Etnomatemática: os aspectos culturais da matemática. Revista Latinoamericana de Etnomatemática, 4(2), 32–54.

Sari, T. A. M., Sholehatun, A. N., Rahma, S. A., & Prasetyo, R. B. (2021). Eksplorasi Etnomatematika pada Seni Batik Madura dalam Pembelajaran Geometri. Journal of Instructional Mathematics, 2(2), 71–77. https://doi.org/10.37640/jim.v2i2.1032

Skemp, R. R. (1987). The Psychology of Learning Mathematics. In New York. Routledge. https://doi.org/10.4324/9780203396391

Soedjadi, R. (2000). Kiat Pendidikan Matematika Di Indonesia. Dirjen Dikti Depdiknas.

Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Alfabeta.

Susanto, H. A. (2009). Penemuan terbimbing dalam pemahaman konsep. Prosiding Seminar Nasional Penelitian, Pendidikan Dan Penerapan MIPA Fakultas MIPA, Universitas Negeri Yogyakarta, 16 Mei 2009, 419–424.

Sutarto, S., Ahyansyah, A., Mawaddah, S., & Hastuti, I. D. (2021). Etnomatematika: Eksplorasi Kebudayaan Mbojo Sebagai Sumber Belajar Matematika. JP2M (Jurnal Pendidikan Dan Pembelajaran Matematika), 7(1), 33–42. https://doi.org/10.29100/jp2m.v7i1.2097

Suwandi, E. F., & Sunarya, Y. yan. (2021). Motif Tenun Sebagai Bentuk Bahasa Rupa Dari Masyarakat Suku Mbojo di Bima Nusa Tenggara Barat. Jurnal Rupa, 6(1), 24. https://doi.org/10.25124/rupa.v6i1.3727

DOI: https://doi.org/10.35445/alishlah.v15i3.3687