Abstract
This article is one of the writer’s efforts to help answer the question from the teacher namely what should we do to make students enjoy learning mathematics in class? This study aims to describe the local cultural wisdom of the Gayo tribe which is related to ethnomathematics. Cultural elements that can be developed and used in mathematics learning one of which is "Kerawang Gayo". This type of research is descriptive research with qualitative methods. Research subjects are communities leaders, cultural and Gayo tribal community. The instruments in this research were 1) literature study, 2) observation, 3) Interview, and 4) documentation. The data obtained were analyzed qualitatively, followed by concepts provided by Miles and Huberman. Based on the results of the analysis of the research data it was found that the motives contained in the Kerawang Gayo are emun beriring, puter tali, pucuk rebung, sarak opat and tekukur. Mathematical concepts contained in the "Kerawang Gayo" motif can be used to understand mathematics through local culture. Mathematical concepts contained in the "Kerawang Gayo" motif are curved lines, circles, concordance, triangles, angles, congruence, straight lines, parallel lines, reflection, and rotation. Besides recognizing the mathematical concepts of Kerawang Gayo, students also get knowledge about the meaning contained in each of the Kerawang Gayo motifs.
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