1) The first document explores cultural elements in Sasak architecture in Lombok Island from an ethnomathematics perspective. It shows concepts of measurement, design, and geometric shapes are present in Sasak cultural architecture.
2) The second document aims to describe students' metacognition in solving problems using ethnomathematics-based math problem learning from Rejang Lebong. It found students could combine information about parts of traditional Rejang Lebong houses that have properties similar to 3D shapes like pyramids and prisms.
3) Both documents discuss the use of ethnomathematics to understand cultural concepts in architecture and problem-solving skills.
1) The first document explores cultural elements in Sasak architecture in Lombok Island from an ethnomathematics perspective. It shows concepts of measurement, design, and geometric shapes are present in Sasak cultural architecture.
2) The second document aims to describe students' metacognition in solving problems using ethnomathematics-based math problem learning from Rejang Lebong. It found students could combine information about parts of traditional Rejang Lebong houses that have properties similar to 3D shapes like pyramids and prisms.
3) Both documents discuss the use of ethnomathematics to understand cultural concepts in architecture and problem-solving skills.
1) The first document explores cultural elements in Sasak architecture in Lombok Island from an ethnomathematics perspective. It shows concepts of measurement, design, and geometric shapes are present in Sasak cultural architecture.
2) The second document aims to describe students' metacognition in solving problems using ethnomathematics-based math problem learning from Rejang Lebong. It found students could combine information about parts of traditional Rejang Lebong houses that have properties similar to 3D shapes like pyramids and prisms.
3) Both documents discuss the use of ethnomathematics to understand cultural concepts in architecture and problem-solving skills.
Judul artikel Ethnomathematics in sasaknese architecture
Penulis Sri Supiyati, Farida Hanum, Jailani Jailani
Jurnal Journal on Mathematics Education Akreditasi Scopus Abstrak This research is aimed to explore the cultural elements especially in Sasak architectures in Lombok Island such as a home living (Bale), worship building (masjid), lumbung (sambi) in ethnomathematics point of view. This research uses qualitative approach with cognitive (anthropology cognitive). The interviewees are the experienced custom leader and humanists who has conducted the research on Sasak society. Meanwhile, the data collection method used the participant, observation and documentation. Data analysis on this research is not only based on the researcher is interpretation but also the idea structure of the society. This research shows the evidence of sensitivity on the use of numbers practiced by Sasak ancestor long time ago in doing the measurement using their anthropometric ability (Ethnomathematics). The architecture products of sasak society also describe that sasak society is more focus on the process than the final products itself which describes the consistency in conducting role and cultural device which control the desire of individual construction. Identifikasi Tujuan dari penelitian ini adalah mengeksplorasi unsur-unsur budaya khususnya pada arsitektur Sasak di Pulau Lombok dengan sudut pandang etnomatematika. Penelitian ini menunjukkan bahwa terdapat beberapa konsep matematika dalam arsitektur budaya masyarakat sasak, seperti pengukuran, perancangan, dan bentuk geometris. Produk arsitektur masyarakan Sasak juga menggambarkan bahwa masyarakat Sasak lebih menitikberatkan pada proses daripada prosuk akhir yang menggambarkan konsistensi dalam menjalankan peran dan perangkat budaya yang mengendalikan keinginan konstruksi individu. Penelitian ini bukanlah penelitian penerapan etnomatematika dalam pembelajaran di sekolah karena penelitian ini mengeksplorasi unsur-unsur budaya pada arsitektur Sasak di Pulau Lombok dan belum menerapkannya dalam pembelajaran di sekolah. Elemen konten Arsitektur budaya di Sasak mengandung konsep matematika seperti pengukuran, perancangan, dan bentuk geometris.
Judul artikel Students’ metacognition on mathematical problem solving through
ethnomathematics in Rejang Lebong, Indonesia Pengarang D Herawaty, W Widada, T Novita, L Waroka, and A N M T Lubis Jurnal Journal of Physics: Conference Series Akreditasi Scopus Abstrak The structure of knowledge consists of a development scheme of facts. Mathematical activities are based on situations arising from experiences. This study aimed to describe the metacognition of students in solving problems using mathematics problem-based learning in Rejang Lebong ethnomathematics. This research was the preliminary phase of a research and development. This preliminary research was conducted through in-depth interviews, involved six students of a Junior High School in Rejang Lebong, Bengkulu province, Indonesia. The research instrument consisted of an interview guide on problem solving and understanding of mathematical concepts. Data were analyzed qualitatively. The results showed that students could develop the ability to solve problems through self-reflection on planning, monitoring and evaluating the implementation of thinking processes. Students could combine pieces of information about the parts of the traditional house of Rejang Lebong that have similar properties to the mathematical 3- dimensional figures such as pyramids, prisms, rectangular prism, and cubes. Identifikasi Penelitian ini bertujuan untuk mendeskripsikan metakognisi siswa dalam memecahkan masalah dengan menggunakan pembelajaran matematika berbasis masalah pada etnomatematika Rejang Lebong. Penelitian pendahuluan ini dilakukan melalui wawancara mendalam, melibatkan enam siswa SMP di Rejang Lebong, Provinsi Bengkulu, Indonesia. Instrumen penelitian berupa pedoman wawancara pemecahan masalah dan pemahaman konsep matematika. Hasil penelitian menunjukkan bahwa siswa dapat mengembangkan kemampuan memecahkan masalah melalui refleksi diri pada perencanaan, pemantauan dan evaluasi pelaksanaan proses berpikir. Siswa dapat menggabungkan potongan-potongan informasi tentang bagian-bagian rumah adat Rejang Lebong yang memiliki sifat-sifat yang mirip dengan bangun matematika 3 dimensi seperti limas, prisma, prisma segi empat, dan kubus. Elemen konten Metakognisi siswa dalam memecahkan masalah dengan menggunakan pembelajarann matematika berbasis etnomatematika Rejang Lebong. Siswa dapat menggabungkan potongan-potongan informasi tentang bagian-bagian rumah adat Rejang Lebong yang memiliki sifat-sifat yang mirip dengan bangun matematika 3 dimensi.
Supiyati, S., & Hanum, F. (2019). Ethnomathematics in Sasaknese Architecture. Journal
on Mathematics Education, 10(1), 47-58. Herawaty, D., Widada, W., Novita, T., Waroka, L., & Lubis, A. N. M. T. (2018, September). Students’ metacognition on mathematical problem solving through ethnomathematics in Rejang Lebong, Indonesia. In Journal of Physics: Conference Series (Vol. 1088, No. 1, p. 012089). IOP Publishing.