Exploration Of Ethnomathematics As A Mathematics Learning Resource In Junior High School
DOI:
https://doi.org/10.17977/um038v8i32025p215-225Keywords:
etnomatematika, budaya bali, persepsi guru, sumber belajar kontekstualAbstract
This study aims to examine teachers’ perceptions of the implementation of ethnomathematics as a learning resource and to explore relevant elements of Balinese culture that can be integrated into mathematics learning at the junior high school level. The research employed a descriptive qualitative approach. Data were collected through the distribution of questionnaires and the conduction of interviews with mathematics teachers in several schools located in the Singaraja area. The findings indicate that teachers’ perceptions of ethnomathematics as a learning resource fall into the very positive category across three aspects: cognitive, affective, and conative. These results suggest that teachers hold a positive attitude toward the application of ethnomathematics in mathematics instruction. The most relevant elements of Balinese culture identified as learning resources include traditional Balinese architecture, followed by customs and traditional crafts. Meanwhile, performing arts and traditional games received the lowest ratings, although still categorized as good. These results affirm that a contextual approach based on local culture holds great potential for application in junior high school mathematics learning. Future research is recommended to explore local cultures from other regions with a broader scope and to conduct experimental studies to examine the effects of ethnomathematics on student learning outcomes and interest.
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