Geometry Concept on the Motifs of Woven Fabric in Kefamenanu Community

Yohanis Ndapa Deda(1*), Stanislaus Amsikan(2)

(1) Department of Mathematics Education, Universitas Timor
(2) Department of Mathematics Education, Universitas Timor
(*) Corresponding Author

Abstract

For the Kefamenanu community, the motif serves as the identity of the person who wears it. Nevertheless, the woven fabric must be present at cultural occasions, welcoming guests, and death ceremonies. The motifs of traditional woven fabric have not been developed by teachers to discuss the link between mathematics and local wisdom. The purpose of this research is to define and describe the mathematical concept of the motifs woven fabric to the students of primary and junior high schools. The present study uses a descriptive qualitative method to explain the geometry concept on the motifs of woven fabric. The ethnographic approach is also employed as an empirical and theoretical approach to provide description and analysis about a culture based on intensive field work. Collecting data were conducted using interviews and documentation. Interviews were conducted with several informants selected based on the consideration of researcher and suggestion by previous informant. Documentation was done using video recordings and photos. The results show the geometry concept of the motifs of woven fabric, such as reflection, rotation, translation, repetition, triangle and quadrilateral. The motifs of woven fabric owned by the Kefamenanu community contain particular local wisdom and are potentially used to convey the geometry concept in mathematics for primary and junior high schools. 

Keywords

Geometry concept; Woven fabric; Motifs; Kefamenanu community

Full Text:

PDF

References

Abi, A. M. (2016). Integrasi etnomatematika dalam kurikulum matematika sekolah. JPMI

Jurnal Pendidikan Matematika Indonesia,1(1),1-6). Singkawang: STKIP Singkawang.

Amsikan, S., &Nahak, S. (2017). Hubungan konsep Ruang Ume Kbubu Desa Kaenbaun

Kabupaten Timor Tengah Utara dengan konsep geometri. Prosiding KNPM II, 2017,pp.168-175. Surakarta: UMS Surakarta.

Arwanto, (2017). Eksplorasi etnomatematika Batik Trusmi Cirebon untuk mengungkap

nilai filosofi dan konsep matematis. Phenomenon Jurnal Pendidikan MIPA, 7(1), 4049). Semarang: State Islamic University Walisongo.

Deda, Y. N., & Disnawati, H. (2017). Hubungan motif kain tenun masyarakat Suku Dawan – Timor dengan matematika sekolah. Prosiding KNPM II, 2017, pp.201209. Surakarta: UMS Surakarta.

Denzin, N.K., & Lincoln, Y.S. (Eds.). (2011). Handbook of qualitative research fourth edition. California: Sage Publication.

Dominikus, W.S., Nusasantara, T., Subanji, & Muksar, M. (2017). Ethnomathematical Ideas in the Weaving Practice of Adonara Society. Journal of Mathematics and Culture, 11(4), 83-95. USA: JMC.

Greer, B. (2009). Culturally responsive mathematics education. Oxford: Routledge Taylor and Francir Group.

Helsa,Y. & Hartono,Y. (2014). Designing reflection and symetry by using math traditional dance in primary school. Journal on Mathematics Education (IndoMS-JME), 2(1), 79-94. Palembang: IndoMS.

La’a, A. S. & Suwartiningsih, S. (2013). Makna tenun ikat bagi perempuan. KRITIS Jurnal Studi Pembangunan Interdisiplin, 22(1), 21-40. Salatiga: Perpustakaan Daerah Kota Salatiga.

Lela, L. (2002). Katalog Tenunan Kabupaten Timor Tengah Utara. Kefamenanu: Dewan Kerajinan Nasional Daerah Timor Tengah Utara.

Muhtadi, D., Sukirwan, Warsito, & Prahmana, R., C., I. (2017). Sundanese ethnomathematics: mathematical activities in estimating, measuring, and making patterns. Journal on Mathematics Education (IndoMS-JME), 8(2), 185-198. Palembang: IndoMS.

Putri, L., I. (2017). Eksplorasi etnomatematika kesenian rebana sebagai sumber belajar matematika pada jenjang MI. Jurnal Ilmiah PENDIDIKAN DASAR, 4(1), 21-31. Bali: Undiksha.

Risdiyanti, I., & Prahmana, R. C. I. (2017). Ethnomathematics: Exploration in javanese culture. AD INTERCOMME IOP Publishing IOP Conf. Series: Journal of Physics: Conf. Series 2017. Ahmad Dahlan University.

Rosa, M. & Orey, D.C. (2011). Ethnomathematics: the cultural aspects of mathematics. Revista Latino Americana de Etnomatematica, 4(2), 32-54. Colombia: Sistema de Información Científica.

Sabilirrosyad, (2016). Ethnomatics Sasak: Eksplorasi geometri tenun suku Sasak Surakarta dan implikasinya untuk pembelajaran. JURNAL TATSQIF Jurnal Pemikiran dan Penelitian Pendidikan, 4(1), 49-65. Mataram: IAIN Mataram.

Snipes, V. & Moses, P. (2001). Linking mathematics and culture to teach geometry concepts. LTM Journal Louisiana Association of Teacher of Mathematics. Retrieved www.lamath.org/journal/Vol1/LinkCult

Spradley, & James, P. (2006). Metode Etnografi. Yogyakarta: Tiara Wacana.

Turmudi. (2017). Kajian Etnomatematika: belajar matematika dengan Melibatkan Unsur Budaya. Prosiding Seminar Nasional Etnomatnesia 2017, 38-53. Yogyakarta: Universitas Sarjanawiyata Tamansiswa.

Ulum, B., Budiarto, M. T., & Ekawati, R. (2017). Etnomatematika Pasuruan: Eksplorasi Geometri Untuk Sekolah Dasar Pada Motif Batik Pasedahan Suropati. Prosiding SIMaNIs (Seminar Nasional Integrasi Matematika dan Nilai Islami) 2017, 70-78. Malang: UIN Maulana Malik Ibrahim Malang.

DOI: 10.23917/jramathedu.v4i1.6253

Article Metrics

Abstract view(s): 1239 time(s)
PDF: 925 time(s)

Refbacks

  • There are currently no refbacks.