Abstract
Mathematics is still viewed as a culture-free subject. This forms a negative perception for students on mathematics. Most students assume that mathematics and culture are not related. This may occur because mathematics taught in school is not contextual and far from the reality of everyday life. Historically, mathematics has become a part of everyday life. As a maritime nation, Indonesia has a diverse culture. But many teachers are not yet aware of the integration of the culture into mathematics learning. Barongko cake is one of the Buginese cultural heritages. Buginese people have unconsciously been practicing mathematics in making these cakes. Therefore, this research aims to explore activities in making Barongko cakes in the Buginese community that involves mathematical concepts. This research is a qualitative descriptive with an ethnographic approach. The data collection methods are carried out through observation, documentation, interview with an expert in making Barongko cake. This research found that Barongko making process involves mathematics in the concept of division, congruence, and similarity, as well as a triangular prism, and half sphere. This cake has the potential to be used as a source of contextual mathematics learning in schools.
Highlights
Abstrak Matematika masih sering dipandang sebagai suatu bidang ilmu yang bebas dari pengaruh budaya
In this research, the ethnomathematics was focused on making barongko cake mostly undertaken by the Buginese people
Ethnomathematics descriptions in these activities were described through the results of the interviews, confirmed through direct observation of the process of making barongko cakes and through documentation as supporting data
Summary
Abstrak Matematika masih sering dipandang sebagai suatu bidang ilmu yang bebas dari pengaruh budaya. Penelitian ini bertujuan untuk mengeksplorasi aktivitas yang melibatkan konsep-konsep matematika yang terdapat pada proses pembuatan kue Barongko. There is a growing perception that mathematics practiced by teachers and academics should be transformed into social mathematics. It means that mathematics learning should be taught and practiced, in relation to socio-cultural values (Rachmawati, 2012). Ethnomathematics is the field of study explaining the relationship between mathematics and culture. The term ethnomathematics is defined as the art of understanding, explaining, studying, copying, and managing the natural, social, and political environments through processes such as calculation, measurement, classification, model, and conclusion resulting from well-identified cultural groups (D’Ambrosio, 1985). In the Philippines, ethnomathematics research on the Kabihug tribe has showed that the community applies many mathematical concepts, such as simple calculations like addition, subtraction, multiplication, and division, as well as concepts of coding, measuring, Pathuddin, Kamariah, & Nawawi, Buginese Ethnomathematics: Barongko Cake Exploration as Mathematics
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