Abstract
Teaching and learning can be successful and meaningful if it uses a design that is close to students, namely the cultural context . This study aims to explore the mathematical content of the sabuk tradisional in the saboweki/traditional clothing of the Bajawa ethnic community, East Nusa Tenggara Province. The research method used descriptive qualitative with an ethnographic approach. Research object was sabuk tradisional Bajawa (keru). The data was collected through observation and documentation, while the source triangulation technique used to obtain the validity of the data. Data analysis techniques started from exposure, reduction and conclusion. The results showed that sabuk tradisional (keru) bajawa contains mathematical concepts including number patterns, multiplication as repeated addition, geometry and measurement and reflection. The findings of this study could improve the quality of learning in elementary schools through the sabuk tradisional (keru) bajawa as a mathematics learning media based culturally responsive.
Highlights
The purpose of education is to educate people to be cultured, so that learning in the classroom can be said as a process of cultural transformation (Zafi, 2018; Syafaruddin, 2017; Harianto et al, 2020)
This study aims to explore the mathematical content of the sabuk tradisional in the saboweki/traditional clothing of the Bajawa ethnic community, East Nusa Tenggara Province
The results showed that sabuk tradisional bajawa contains mathematical concepts including number patterns, multiplication as repeated addition, geometry and measurement and reflection
Summary
The purpose of education is to educate people to be cultured, so that learning in the classroom can be said as a process of cultural transformation (Zafi, 2018; Syafaruddin, 2017; Harianto et al, 2020). Learning is a life value process to get a meaningful and cultural experience (Ahsani et al, 2021). The process of cultural transformation must be an important emphasis in learning mathematics. The learning environment will be directed at achieving the goal of preserving culture and linking learning materials with real-life experiences (Rahayuningtyas et al, 2021). The problem in learning mathematics at elementary schools is the lack of active involvement of students, rigid and far from socio-cultural, even though mathematics comes from ideas, ways, and human techniques to respond to their environment (Prahmana et al, 2021; Noor, 2020). Mathematics in schools is not based on culture and not contextual with students’ daily lives
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