Ethnomathematics Perspective and Challenge as a Tool of Mathematical Contextual Learning for Indigenous People

Andi Saparuddin Nur,Kartono Kartono,Stevanus Budi Waluya,Rochmad Rochmad

doi:10.12928/ijeme.v5i1.17072

Abstract

Indigenous people have a very strong connection with culture. The national curriculum needs to provide a place for student learning in indigenous people. Mathematics as knowledge applied in daily life activities becomes relevant to the culture of indigenous people. The purpose of this study is to obtain an overview related to the perspective and challenge of ethnomathematics as a contextual learning mathematics framework for indigenous people. This research is a qualitative study with an ethnographic approach and is carried out on Ammatoa indigenous people, Tana Toa Village, Kajang District, Bulukumba Regency, South Sulawesi Province. The data sources in this study were the head of the Tana Toa village, the tribal chief of Ammatoa , and the teacher in the indigenous territories. Data collection is done through observation, in-depth interviews, literature studies, and document analysis. The results of this study indicate the association of Ammatoa culture with mathematical content which includes knowledge systems, traditional activities, and cultural artifacts. Domains of school mathematics content related to Ammatoa culture include; the concept of number, geometry, comparison, sequence and series, as well as probability and combinatorics. Mathematics learning in Ammatoa indigenous people needs to consider aspects of culture that involve collaborative involvement.

Highlights

Indonesia is the largest archipelago country in the world, with a very complex cultural and ethnic diversity
Brief description of Ammatoa indigenous people Some communities that still adhere to customs and cultural principles exclusively in Indonesia are the Ammatoa or Kajang Le'leng who is a group within the Makassar Tribe
The Ammatoa indigenous people inhabit an area in Tana toa Village, Kajang District, Bulukumba Regency, South Sulawesi Province

Summary

Introduction

Indonesia is the largest archipelago country in the world, with a very complex cultural and ethnic diversity. The Indonesian government seeks to preserve culture through Law Number 5 of 2017 concerning the promotion of culture by increasing the resilience and contribution of Indonesian people's culture to world civilization (MOEC, 2017). The government's effort to integrate culture into formal education through Permendikbud number 20 of 2018 is related to strengthening character education in formal education units by involving educational centers; family, school, and community and apply a class-based approach, school culture, and community (MOEC, 2018). Culture significantly influences the behavior and way of thinking of people who still maintain the tradition. Community groups that still maintain the culture in every day-to-day activity are indigenous people who generally severely limit communication with the outside world.

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Conclusion