Etnomatika sebagai Pendekatan Alternatif dalam Pengembangan Matematika Kontekstual Berbasis Budaya

Authors

  • Mhd Irwansyah Universitas Negeri Medan, Jl. William Iskandar Ps. V, Kenangan Baru, Kec. Percut Sei Tuan, Kabupaten Deli Serdang, Sumatera Utara 20221
  • Elvi Mailani Universitas Negeri Medan, Jl. William Iskandar Ps. V, Kenangan Baru, Kec. Percut Sei Tuan, Kabupaten Deli Serdang, Sumatera Utara 20221
  • Yusniar Arroyo Nainggolan Universitas Negeri Medan, Jl. William Iskandar Ps. V, Kenangan Baru, Kec. Percut Sei Tuan, Kabupaten Deli Serdang, Sumatera Utara 20221
  • Nenny Windah Sipangkar Universitas Negeri Medan, Jl. William Iskandar Ps. V, Kenangan Baru, Kec. Percut Sei Tuan, Kabupaten Deli Serdang, Sumatera Utara 20221
  • Jogian Sibatuara Universitas Negeri Medan, Jl. William Iskandar Ps. V, Kenangan Baru, Kec. Percut Sei Tuan, Kabupaten Deli Serdang, Sumatera Utara 20221
  • Maya Alemina Ketaren Universitas Negeri Medan, Jl. William Iskandar Ps. V, Kenangan Baru, Kec. Percut Sei Tuan, Kabupaten Deli Serdang, Sumatera Utara 20221

DOI:

https://doi.org/10.24114/edukasikultura.v12i1.66305

Abstract

This discussion explores the complex relationship between ethnomathematics and multicultural education, highlighting ethnomathematics as an integral part of multicultural education. Multicultural education aims to create equal educational opportunities for students from different races, ethnicities, social classes, and cultural groups. The concept of multiculturalism includes two complex meanings, namely "multi" which means plural, and "culturalism" which means culture. Pluralism is not only a recognition of diversity, but also has political, social and economic implications, closely related to democratic principles. The multicultural approach is understood as a field of science that studies cultural fragments in society. Gollnick, Chinn, and Parekh's definition emphasizes the use of students' cultural backgrounds to develop effective learning in the classroom and school environment. Multicultural education means that every individual has the same opportunities in a plural life, and strategies are needed to manage diversity to shape the collective life of society Diversity that is managed well can become a new force in society to create a democratic life. In the context of mathematics, multicultural education has great potential for development, highlighting special dimensions in knowledge and knowledge construction. Ethnomathematics, although rarely found in Indonesian, has been studied and translated into Malay.

References

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Published

2025-06-20

How to Cite

Irwansyah, M., Mailani, E., Nainggolan, Y. A., Sipangkar, N. W., Sibatuara, J., & Ketaren, M. A. (2025). Etnomatika sebagai Pendekatan Alternatif dalam Pengembangan Matematika Kontekstual Berbasis Budaya. EDUKASI KULTURA JURNAL BAHASA SASTRA DAN BUDAYA, 12(1), 174–192. https://doi.org/10.24114/edukasikultura.v12i1.66305

Issue

Vol. 12 No. 1 (2025): Jurnal Edukasi Kultura: Jurnal Bahasa, Sastra dan Budaya

Section

Articles

License

Copyright (c) 2025 Mhd Irwansyah, Elvi Mailani, Yusniar Arroyo Nainggolan, Nenny Windah Sipangkar, Jogian Sibatuara, Maya Alemina Ketaren

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This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License
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