Article Sidebar

Download
PDF
Statistic
Read Counter : 0 Download : 0

Downloads

Download data is not yet available.

Main Article Content

Abstract

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.

Keywords

Ethnomathematics Architecture Sasak Society

Article Details

Creative Commons License

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

How to Cite
Supiyati, S., Hanum, F., & Jailani. (2019). Ethnomathematics in sasaknese architecture. Journal on Mathematics Education, 10(1), 47–58. Retrieved from https://jme.ejournal.unsri.ac.id/index.php/jme/article/view/3775
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Abdurrahman, M. (2003).Pendidikan Bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta.
  2. Adam, S., Alangui, W., & Barton, B. (2003). A comment on Rowlands and Carson: Where
  3. would formal academic mathematics stand in a curriculum informed by ethnomathematics? A critical review. Educational Studies in Mathematics, 52(3), 327-335.
  4. Barta, J., & Shockey, T. (2006). The mathematical ways of an aboriginal people. The Northern Ute. Journal of Mathematics and Culture, 1(1), 79-89.
  5. Bandeira, F. A., & Lucena, I. C. R. (2004). Etnomatemática e práticas sociais
  6. [Ethnomathematics and social practices]. Coleção Introdução à Etnomatemática
  7. [Introduction to Ethnomathematics Collection]. Natal, RN, Brazil: UFRN.
  8. D’Ambrosio, U. (1993). Etnomatemática: Um programa [Ethnomathematics: A program].
  9. A Educação Matemática em Revista, 1(1), 5-11.
  10. D’Ambrosio, U. (2001). What is Ethnomathematics and how can it help children in
  11. schools? Teaching Children Mathematics, 7(6), 308-310.
  12. D’Ambrosio, U. (2006). Ethnomathematics: Link between traditions and modernity. ZDM,
  13. (6), 1033-1034.
  14. Hartoyo, A. (2011). Etnomatematika Pada Budaya Masyarakat Dayak Perbatasan Indonesia-Malaysia. Jurnal UPI, 12(1).
  15. Fathurrahman, L. A. (2016). Membaca Arsitektur Sasak. Mataram. Nusa Tenggara Barat: Penerbit Genius.
  16. Gravemijer, K., & Terwel (2000). Hans Freudenthal a mathematician on didactics and curriculum theory. Journal of Curriculum Studies, 32(6), 777-796.
  17. Orey, D. C. (2000). The ethnomathematics of the Sioux tipi and cone. In H. Selin (Ed.),
  18. Mathematics across culture: the History of non-Western mathematics (pp.239-252).
  19. Dordrecht: Kulwer Academic Publishers.
  20. Kucuk, A. (2013) Ethnomathematics in Anatolia (In Turkey). Mathematical Thoughts in Multiculturalism. RevistaLatinoamericana de Etnomatematica, 7(1), 171-184.
  21. Nasir, N. S., & Cobb, P. (2007). Equity in students’ access to significant mathematical
  22. ideas. New York: Teachers College Press.
  23. Rosa, M., & Orey, D. C. (2003). Vinho e queijo: Etnomatemática e Modelagem! [Wine and
  24. cheese: Ethnomathematics and modelling!]. BOLEMA, 16(20), 1-16.
  25. Rosa, M., & Orey, D. C. (2007). Cultural assertions and challenges towards pedagogical
  26. action of an ethnomathematics program. For the Learning of Mathematics, 27(1), 10-16.
  27. Rosa, M., & Orey, D. C. (2009). Challenges faced by multicultural and multilingual
  28. schools in the United States: The case of mathematics. La Salle - Revista de Educação,
  29. Ciência e Cultura, 14(1), 29-44.
  30. Rosa, M., & Orey, D. C. (2010). Ethnomodeling: A Pedagogical Action for Uncovering
  31. Ethnomathematical Practices. Journal of Mathematical Modelling and Application, 1(3), 58-67.
  32. Rosa, M., & Orey, D. C. (2016). Humanizing Mathematics through Ethnomodelling. Gerais Brasil. Journal of Humanistic Mathematics, 6(2).
  33. Soedjadi, R. (2000). Kiat Pendidikan Matematika di Indonesia. Jakarta: Direktorat Jenderal Pendidikan Nasional.
  34. Sopandi. (2007). Sejarah Arsitektur Sebuah Pengantar. Jakarta: Gramedia.
  35. Spradley, J.P. (1979). The Ethnograpihic interview. California: Wadsworth Publishing Company.
  36. Suherman, E., et al. (2001). Strategi Pembelajaran Matematika Kontemporer. Bandung: JICA.