ETHNOMATHEMATICS: MATHEMATICAL CONCEPTS IN THE GAPLE CARD GAME

The purpose of this research is to describe the mathematical elements contained in the gaple card game. This study uses ethnographic research with a qualitative approach. The focus of this research is the tools, rules and processes of the gaple card game. Data collection techniques used are observation, interviews, field notes, and documentation. This study uses triangulation data analysis which consists of data reduction, presentation and conclusion. The results of this study found mathematical concepts in the gaple card game, namely set, addition, opportunity and inequality.

One game that is currently viral in Sinjai Regency and even throughout Indonesia is the Katto-Katto game. Games that can distract children from online games. In addition, this game is often contested at schools and in the community, especially in Sinjai District. This research is expected to be able to provide information to teachers and students about the mathematical concepts contained in the katto-katto game. This game is not just played but the teacher must be able to integrate it with learning in the classroom. The type of research in this study is an exploration with a qualitative approach. The subjects of the study were primary school children and teachers in the Sinjai district. The technique of taking the subject is purposive sampling. The data collection technique used was observation, interviews to find out the mathematical concepts of the game tools, and documentation to document the shape of the katto-katto game tools. The instruments used were observation, interview guides, and documentation. The analytical techniques used are reduction, data display, and concluding. Data were analyzed by triangulation of methods and sources. From the results, it can be concluded that the katto-katto game contains several mathematical concepts that are taught in schools both in terms of tools and the process of playing. In terms of the tool, there is a spatial concept in the form of a ball, the measurement is on the rope. In the game process, there are concepts of weight measurement, calculation, the angle formed, and speed.

This research aims to examine ethnomathematics in the traditional game gobak sodor on mathematical concepts at elementary school level such as plane figures, number operations, relationships between lines, congruence and presentation and data processing. This research uses an ethnographic approach to obtain an in-depth analytical picture of a culture based on the results of observations, interviews, documentation and field notes. This research uses triangulation data analysis which consists of data reduction, data presentation and drawing conclusions. The results of the research shows that there are elements of elementary school mathematics in the Gobak Sodor game in the form of number operations, flat shapes, congruence and relationships between lines. Traditional games in mathematics learning can provide benefits, namely visualizing mathematics learning in real form so that students can more easily understand mathematical concepts.

UNDERTAKING RESEARCH using an ethnographic approach can be one of the most challenging routes to generating new knowledge in nursing and health care. These challenges can include the time required to gain access to the research site, the duration and complexity of data collection, the role of the researcher and the impact the researcher might have on data collection and analysis. Ethnographic approaches are not new to nursing and health care but this approach to generating new knowledge has not been adopted as widely as other qualitative approaches. One reason for this could be that students undertaking undergraduate or master’s research projects much less frequently gain experience in using ethnography because of the practical and theoretical complexities outlined. As a result, these researchers are less likely to consider ethnography in their future research endeavours. This edition of Nurse Researcher includes two papers that describe the experiences of researchers who have undertaken different types of ethnographic research in very different research settings. In the first paper, Mahon and McPherson (2014) describe their experiences of undertaking a study exploring factors influencing nurses’ decisions to stay or leave bedside nursing using critical ethnography. In the second paper, Pereira de Melo et al (2014) describe the experiences of researchers undertaking three different ethnographic research projects in Brazil. Both offer a fascinating insight into how these researchers managed some of the complexities often encountered when conducting ethnographic research. All researchers will be familiar with the multiple barriers that need to be negotiated and managed before they can access a research setting. Pereira de Melo et al (2014) suggest that these can be particularly challenging in ethnographic research and might include hierarchies that exist between different professional groups and the need not to disrupt routines and protocols. Ethnography draws heavily on prolonged observation as the main means of data collection and this can sometimes be perceived as threatening by those who will be observed. It is for these reasons that researchers need to seek acceptance or trust in the research setting and why observation needs to be for a prolonged period of time. Pereira de Melo et al (2014) suggest that one important way to help overcome some of the access barriers is to discover and build an influential friend. This individual might be able to help negotiate access to the research site and to help the researcher become accepted once in the research site. It is clear that such strategies do not happen by accident and will need to be incorporated into the detailed planning of the research project. As noted, in ethnographic research it is required that researchers engage with participants in their lives for an extended period of time. Pereira de Melo et al (2014) argue that ethnographic researchers should spend at least six months in the research setting and describe this as one of the main limitations when planning ethnographic research. For student researchers, especially those below doctoral level, they describe time as ‘an enemy’ because the students have tight and immoveable deadlines. While students can adopt ethnographic approaches, time restrictions can have an impact on the theoretical maturity of a project. The result is that students are often advised to avoid ethnographic approaches. Offering such advice fails to recognise that the primary objective of much student research is to allow the students to learn more about how to plan and conduct research rather than on the outcome of the research. A prolonged period of engagement in the research setting requires that ethnographic researchers give some detailed consideration to their role in the research process. The researcher is the main data collection instrument in an ethnographic research project so it is inevitable that the individual will Complexities of ethnography

Ethnomathematics is a study that combines mathematics and culture. Culture is a legacy passed down from ancestors that becomes a characteristic or characteristic of a particular region, one of the regions that has characteristics that are famous for its culture is the city of Palembang. Palembang city has various cultures that are in great demand by outsiders such as the Limas traditional house and jumputan cloth. Discussing about culture, this is certainly inseparable from learning concepts found in everyday life, one of which is the concept of learning mathematics. Where in this case the researcher takes the concept of mathematics on the phytagorean theorem associated with Limas houses and jumputan cloth. The type of research that researchers use is ethnographic qualitative research. Data sources are primary data and secondary data. Data collection techniques through interviews, observations and documentation. The data obtained was then analysed by data reduction, data presentation, and conclusions and verification. The result of this research is that Palembang culture, namely the Limas house roof, has the application of the phytagoras theorem concept. In the motifs of jumputan fabric patterns and the plan of the Limas house looking sideways contains the concept of proving the truth of the phytagoras theorem.

The existence of libraries in inclusive schools is regulated in Indonesian legislation. Its management needs to be considered so that its existence can support each student with various special needs. This study aimed to identify the role of the library in helping to foster the speaking skills of students with Down syndrome (DS) with a qualitative approach and case study method. Data were collected through observation of one student with DS, interviews with one teacher in charge of the library, one class teacher, and one principal, and voice recording documentation from three informants. Triangulation data analysis was conducted to examine findings of data sources from observations and interviews, and reference documentation in the form of inclusive school library management standards. The inclusive school library provided collections of fiction, non-fiction, serial publications, and reference collections. Children with DS most often used fiction collections in the form of picture storybooks. The facilities and infrastructure of the inclusive school library are similar to school libraries in general. The predominant service provided and carried out by library staff – who are also teachers, is storytelling - telling stories from books chosen by students with DS to help develop an interest in reading and foster verbal communication. The library is used by teachers in learning activities, carrying out motor skills such as arranging books, thickening lines in books provided at school, playing on computer tablets, coloring, and developing cognitive abilities to recognize letters and connect letters; this helps foster speaking skills of students with DS.

This study discusses the effectiveness of the implementation of National Police Chief Regulation No. 8/2018 concerning divorce permission and mediation in the Police environment, especially in the Lampung Regional Police. The main problems studied are the application of divorce permits, obstacles in the mediation process, and their contribution to the renewal of Islamic family law in Indonesia. The research used a qualitative approach with field research methods through in-depth interviews, documentation, and triangulation data analysis. The findings show that mediation can reduce the divorce rate, although there are obstacles such as time constraints and conflicts in the roles of police officers. The conclusion states that the mediation policy plays an important role in maintaining the stability of the family and the police institution, but a clear indicator standard is needed for divorce decisions. The research recommends evaluating and improving the relevant regulations to be more in line with the Marriage Law and the Compilation of Islamic Law, to ensure transparency and legal certainty in the divorce process within the Polri.Keywords: Divorce Msediation, National Police Chief Regulation No. 8/2018, Islamic Family Law

This study aims to describe the ethnomathematics exploration of traditional herbal concoction tools at the Sumenep Madura Palace. Traditional herbal medicine is a cultural heritage originating from Madura, especially from the nobility in the Sumenep Palace. This study uses a qualitative approach with ethnographic research. Data collection techniques are observation, interviews, field notes, and documentation. The results showed that in the process of making traditional herbal medicine, a mathematical concept was found, namely the concept of value comparison. Meanwhile, the money instruments used to concoct herbal medicine, namely pipisan, gandik, botekan and cengkelek, found the concept of geometry, sequence patterns and arithmetic series.

Ethnomathematic was an approach which united the culture to mathematical concepts that could be implemented in the learning. It was to develop mathematic skill in academic learning by social cultural until it could improve nationalist character and create meaningful learning. This study aimed to explore in depth the relationship of mathematical concepts and the culture of Badung community, Bali, especially those manifested in webbed handcraft. Using a qualitative approach with an ethnographic design. Data collection was carried out by participant observation, in-depth interviews, and documentation. Data analysis was carried out by Miles and Huberman model through three activities such as data reduction, data presentation, and drawing conclusion. The results of ths study showed that webbed handcrafts, which was believed to be able to catch someone's nightmares, contained various mathematical concepts that could be relevant to learning. These concepts include geometry in the form of some shapes, geometric transformations (such as rotation and dilatation), and learning models. It was recommended that this study became the base of contextual mathematic materials and urged the next exploration of ethnomathematic to other traditions for relevant curriculum.

This study aimed to analyze the understanding of mathematics concepts of cognitive style students based on gender in the matrix material. This research is descriptive research with a qualitative approach. The data collected from high school students of class XI in a cognitive style of male and female. The technique of data collecting used in this research are tests, interviews and also equipped with documentation. The data analysis techniques in this research are data reduction, data display and conclusion/verification. The data validity used triangulation technique. The results showed that cognitive style between male and female students have a similarity understanding of mathematics concepts in indicators that give examples or examples of the counter of the learned concepts and have differences in understanding of mathematics concepts; redefine the concepts in mathematics; connect the various concepts in mathematics as well as outside mathematics; identify the characteristic of procedure or theory and present the idea in various forms of mathematical representation. Based on data analysis, it can be concluded that the understanding of mathematics concepts of cognitive style on the male is better than on the female.

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.

This study aims to describe the mathematical elements contained in the traditional puzzle game of the Rihut Village community. This study uses an ethnographic research type with a qualitative approach. The subjects of this study consisted of 2 informants, namely Community Leaders and Mathematics Teachers. In collecting data, interview and documentation techniques were used. Data were analyzed descriptively and qualitatively. The results of the study show that there are mathematical concepts, especially seen in the tools of the stone puzzle game, the rules of the stone puzzle game, and the stone puzzle player. The mathematical concepts found in the stone puzzle game are the concepts of circles, permutations and mathematical logic. (1). The shape of the stone used to play stone puzzles is a round shape resembling a circle. (2). Puzzle players, judging from the sequence of the puzzle games, players start by drawing lots by doing hompimpa. This is where there is the concept of permutations in the puzzle game to calculate the pattern of the puzzle game sequence. (3). Rules of the puzzle game, the concept contained in the rules of the puzzle game is the concept of mathematical logic seen in the right and wrong of a game. Based on the results of the study, the researchers concluded that there are mathematical concepts in the puzzle game, namely circles, permutations, and other mathematical concepts contained in the puzzle tiles such as addition, and subtraction.

The poor performance of electronics engineering students in modelling their mathematical concepts when learning a practical antenna theory & design course is of concern. Despite the fact that these future engineers have been taught major aspects of prerequisite mathematics, some still find it difficult to interpret and incorporate it in an antenna theory & design course. Possible reasons that contribute to conceptual difficulties have been traced to their inability to model and blend mathematical theories, concepts with systems’ applications, and also to the disjointedness and lack of explicit teaching and learning approaches implemented in some universities. In this regard, the study takes its point of departure that the modelling of mathematical theories and concepts with clear strategies still remain an important area for engineering educational research and implementation of updated pedagogy. This study critiques the current teaching strategies and competencies of mathematical modelling in an electronics engineering department. It focuses on how engineering academics teach mathematical modelling in prerequisite mathematical courses for preparation of antenna theory & design. A qualitative approach was adopted to get the naturalistic views of the engineering academics on the strategies of mathematical modelling they use in teaching. Existing mathematical modelling models formed the major theoretical framework that guided the study. The study reports the strategies that are commonly used by engineering academics teaching mathematical modelling in prerequisite mathematical courses related to an antenna theory & design course. The significant result of the study is a contextual and practical pedagogical mathematical model which can be implemented in teaching and learning antenna theory & design courses.

Analysis of Students' Understanding of Mathematical Concepts in Solving Story Problems in View of Student Learning Styles at SMP Negeri 5 Sinjai. Sinjai Thesis: Mathematics Tadris Study Program, Faculty of Tarbiyah and Teacher Training IAI Muhammadiyah Sinjai, 2021. This research aims to describe: Students' understanding of mathematical concepts in solving story problems in terms of students' learning styles at SMP Negeri 5 Sinjai. This research is included in case study research using a qualitative approach. The subjects of this research were students of SMP Negeri 5 Sinjai class VII.1. The data collection methods are concept understanding tests and interview guidelines. Meanwhile, data analysis is carried out through data reduction, data presentation, and drawing conclusions. From the research results, a description of the understanding of mathematical concepts experienced by subjects with Visual, Auditory and Kinesthetic learning styles is obtained as follows: (1) Understanding of mathematical concepts in understanding problems, namely being able to understand the problem from the problem, being able to determine symbols that match the information known from the problem. , complete in writing down the information contained in the questions, and able to understand the concept; (2) Understanding mathematical concepts in planning problem solving, namely being able to determine mathematical concepts; (3) Understanding mathematical concepts in implementing problem solving plans, namely not being sure about the concepts or formulas used; (4) Understanding mathematical concepts in re-checking the solution obtained, namely knowing how to re-check it correctly.

Ethnomathematics is a science that studies the existence of mathematical concepts in social culture. One of the cultures in Indonesia is traditional games, which are a reflection of local wisdom. Traditional games can be linked to mathematics learning through an ethnomathematics approach. One example is the game of porok. The Porok game is among the most popular traditional games in Penaga Village, Bintan Bay and the Riau Islands. This game can potentially be explored regarding its use in mathematics learning. Thus, this research aims to dig deeper into the mathematical concepts and activities of the porok game as a form of ethnomathematics. This research uses a qualitative approach with an ethnographic design. The data source for this research is the head of the Dang Merdu studio in Penaga Village, Bintan Regency. Data collection was carried out through observation, interviews and documentation. The data analysis technique is carried out through 4 stages of analysis: domain analysis, taxonomic analysis, componential analysis, and cultural theme analysis. The research found basic activities and mathematical concepts in this game. The mathematical activities obtained are counting, measuring, explaining, playing and planning. Apart from that, this game has mathematical concepts, namely, value comparison, addition, geometric figures and probability, arithmetic sequences and series, probability and rotation.