Analisis Representasi Visual Siswa Dalam Pembelajaran Matematika Berbasis Etnomatematika Digital

Karlina Handayani, Ratu Sarah Fauziah Iskandar, Ahmad Fadillah

Abstract


This study addresses the issue of students’ low ability in constructing meaningful mathematical visual representations, which are often limited to reproductive forms. To overcome this, ethnomathematics is utilized as an approach to relate mathematical concepts with local cultural contexts, making learning more contextual and meaningful. The purpose of this research is to explore how students construct mathematical visual representations through ethnomathematics-based learning supported by digital media. This study employs a descriptive qualitative approach involving tenth-grade students at MAN 2 Kota Tangerang selected purposively. Data were collected through classroom observations, documentation of students’ work, and interviews, and analyzed through data reduction, data display, and conclusion drawing. The findings reveal that ethnomathematics facilitates students in recognizing patterns and transforming cultural visuals into mathematical representations. However, students demonstrate varying levels of ability, ranging from reproductive, transitional, to conceptual stages. While ethnomathematics shows strong potential in improving students’ visual representation skills, appropriate scaffolding is still required to support deeper conceptual understanding. These results highlight the importance of integrating ethnomathematics into mathematics learning to foster more meaningful and contextual comprehension.

Keyword: visual mathematical representation; digital ethnomathematics


Full Text:

PDF

References


Aprinastuti, C., & Kovács, Z. (2025). Translating mathelmatical relprelselntations through cultural contelxts : Affelctivel relsponsels of Indonelsian prelselrvicel telachelrs. Journal on Mathelmatics ELducation, 16(3), 765–782.

Crelswelll, J. W., & Poth, C. N. (2018). Qualitativel Inquiry & Relselarch Delsign: Choosing Among Fivel Approachels (4th eld.). SAGEL Publlications.

D’Amblrosio, U. (1985). ELthnomathelmatics and Its Placel in thel History and Peldagogy of Mathelmatics. For thel Lelarning of Mathelmatics, 5(Felblruary 1985), 44-48.

Drelhelr, A., Ying, T., Paul, W., Felng, F., Hsielh, J., & Lindmelielr, A. (2024). High ? quality usel of relprelselntations in thel mathelmatics classroom – a mattelr of thel cultural pelrspelctivel ? ZDM – Mathelmatics ELducation, 56(5), 965–980. https://doi.org/10.1007/s11858-024-01597-5

Duval, R. (2021). Relgistelrs of Selmiotic Relprelselntation in Mathelmatical Lelarning. Springelr BLelrlin Helidellblelrg.

Goldin, G. A. (2002). Relprelselntation in Mathelmatical Lelarning and Probllelm Solving. In BL. Kilpatrick, J.; Swafford, J.; Findelll (ELd.), Handblook of Intelrnational Relselarch in Mathelmatics ELducation (pp. 197–218). Lawrelncel ELrlblaum Associatels.

Goldin, G. A. (2020). Pelrspelctivels on Relprelselntation in Mathelmatical Lelarning and Probllelm Solving. ELducational Studiels in Mathelmatics, 103(2), 223–237. https://doi.org/10.1007/s10649-020-09935-0

Harris, J., Mishra, P., & Koelhlelr, M. J. (2009). Telachelrs' telchnological peldagogical contelnt knowleldgel and lelarning activity typels. Journal of Relselarch on Telchnology in ELducation, 41(4), 393–416.

Mainali, BL. (2021). Relprelselntation in telaching and lelarning mathelmatics. Intelrnational Journal of ELducation in Mathelmatics, Scielncel, and Telchnology, 9(1), 1–21. https://doi.org/10.46328/ijelmst.1111.

National Council of Telachelrs of Mathelmatics. (2000). Principlels and Standards for School Mathelmatics. National Council of Telachelrs of Mathelmatics.

Peldelrseln, M. K., BLach, C. C., Grelgelrseln, R. M., Højsteld, I. H., & Jankvist, U. T. (2021). Mathelmatical relprelselntation compeltelncy in rellation to usel of digital telchnology and task delsign: A litelraturel relvielw. Mathelmatics, 9(4), Articlel 444. https://doi.org/10.3390/math9040444

Santia, I., & Sutawidjadja, A. (2019). Ill-structureld probllelms: Thel casel of quadratic. Journal on Mathelmatics ELducation, 10(3), 365–378.

Schoelnhelrr, J., & Schukajlow, S. (2024). Charactelrizing elxtelrnal visualization in mathelmatics elducation relselarch: a scoping relvielw. ZDM - Mathelmatics ELducation, 56(1), 73–85. https://doi.org/10.1007/s11858-023-01494-3

Solihin, S. A., & Pujiastuti, H. (2023). ELtnomatelmatika : ELksplorasi BLatik Pandelglang BLanteln. J-PiMat, 5(1), 765–774.

Tay, Y. K., & Toh, T. L. (2023). A modell for scaffolding mathelmatical probllelm-solving: From thelory to practicel. Contelmporary Mathelmatics and Scielncel ELducation, 4(2), Articlel elp23019. https://doi.org/10.30935/conmaths/13308

Yin, R. K. (2018). Casel Study Relselarch and Applications: Delsign and Melthods (6th eld.). Guilford Prelss.




DOI: https://doi.org/10.31932/j-pimat.v8i1.6430

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Lisensi Creative Commons
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-NonKomersial 4.0 Internasional.