ETNOMATEMATIKA PADA KARAWITAN BANYUMASAN, STUDI KASUS PADA SARON BARUNG DAN SARON PENERUS
Keywords:
Etnomatematika, Karawitan Banyumasan, Saron Barung, Saron Penerus
Abstract
Penelitian ini bertujuan untuk mengetahui unsur-unsur matematika yang terdapat pada Kesenian Karawitan Banyumasan, khususnya pada saron barung dan saron penerus (peking). Jenis penelitian ini adalah deskriptif kualitatif dengan pendekatan etnografi. Subyek dalam penelitian ini adalah aktor-aktor yang terlibat untuk memberikan informasi tentang Karawitan Banyumasan, khususnya mengenai saron barung dan saron penerus (peking) dan Obyek penelitian ini adalah hal-hal yang menjadi titik perhatian yang dipelajari dan direfleksi peneliti. Teknik pengumpulan data mengacu pada langkah-langkah etnografi menurut Spradley dan Data pada penelitian ini dianalisis secara langsung dan bertahap sesuai dengan tahapan langkah etnografi. Hasil pada penelitian ini adalah ditemukannya unsur-unsur matematika yang terdapat pada Saron Barung dan Saron Penerus (Peking), yaitu: titik, garis lurus, garis lengkung, sumbu simetri, bangun datar, serta implementasi terhadap bahan ajar mencari luas dan keliling.
References
[1] Aesijah, S. (2000). LATAR BELAKANG PENCIPTAAN SENI (Background of Creative Art). Harmonia - Journal of Arts Research and Education, 1(2), 62–74.
[2] Afriansyah, E. A. (2016). Makna Realistic dalam RME dan PMRI. Lemma, II(2), 96–104. https://core.ac.uk/download/pdf/229189196.pdf
[3] Aikpitanyi, L. A., & Eraikhuemen, L. (2017). Mathematics Teachers’ Use of Ethnomathematics Approach in Mathematics Teaching in Edo State. Journal of Education and Practice, 8(4), 34–38.
[4] Andriono, R. (2021). Analisis Peran Etnomatematika dalam Pembelajaran Matematika. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 4(2). https://doi.org/10.24176/anargya.v4i2.6370
[5] Andriyani, & Kuntarto. (2017). Etnomatematika : Model Baru. Jurnal Gantang, II(2), 133–144. http://ojs.umrah.ac.id/index.php/gantang/index
[6] Aprillianti, I., & Yudianto, E. (2019). Etnomatematika Pada Aktivitas Petani Kakao Desa. Saintifika, 21(1), 1–8. https://core.ac.uk/download/pdf/297204365.pdf
[7] Arisetyawan, A., Suryadi, D., Herman, T., & Rahmat, C. (2014). Study Ethnomathematics : A Lesson of Baduy Culture. International Journal of Education and Research, 2(10), 681–688.
[8] Haryanto, T. N., & Subanji, S. R. (2017). Ethnomathematics In Arfak ( West Papua- Indonesia ): Numeracy Of Arfak. International Journal of Scientific & Technology Research, 6(09), 325–327.
[9] Herawaty, D., Sarwoedi, S., Marinka, D. O., Febriani, P., & Wirne, I. N. (2019). Improving student’s understanding of mathematics through ethnomathematics. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012080
[10] Imswatama, A., & Lukman, H. S. (2018). The Effectiveness of Mathematics Teaching Material Based on Ethnomathematics. International Journal of Trends in Mathematics Education Research, 1(1), 35–38. https://doi.org/10.33122/ijtmer.v1i1.11
[11] Kamarusdiana, K. (2019). Studi Etnografi Dalam Kerangka Masyarakat Dan Budaya. SALAM: Jurnal Sosial Dan Budaya Syar-I, 6(2), 113–128. https://doi.org/10.15408/sjsbs.v6i2.10975
[12] Kinanti, K. W., Pitana, T. S., & Yuliani, S. (2017). Gedung Seni Dan Budaya Banyumas Dengan Pendekatan Lokalitas Di Purwokerto. Arsitektura, 13(2). https://doi.org/10.20961/arst.v13i2.15644
[13] Kurniawan, W., & Hidayati, T. (2020). Ethnomathematics in Borobudur Temple and Its Relevance in Mathematics Education. Jurnal Pendidikan Progresif, 10(1), 91–104. https://doi.org/10.23960/jpp.v10.i1.202011
[14] Mania, S., & Alam, S. (2021). Teachers’ perception toward the use of ethnomathematics approach in teaching math. International Journal of Education in Mathematics, Science and Technology, 9(2), 282–298. https://doi.org/10.46328/IJEMST.1551
[15] Muhtadi, D., Sukirwan, Warsito, & Prahmana, R. C. I. (2017). Sundanese ethnomathematics: Mathematical activities in estimating, measuring, and making patterns. Journal on Mathematics Education, 8(2), 185–198. https://doi.org/10.22342/jme.8.2.4055.185-198
[16] Purniati, T., Turmudi, T., Juandi, D., & Suhaedi, D. (2021). Ethnomathematics Exploration of The Masjid Raya Bandung Ornaments in Transformation Geometry Materials. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 5(2), 235. https://doi.org/10.31331/medivesveteran.v5i2.1639
[17] Putri, L. (2017). Eksplorasi Etnomatematika Kesenian Rebana Sebagai Sumber Belajar Matematika Pada Jenjang Mi. Jurnal Ilmiah Pendidikan Dasar UNISSULA, 4(1), 136837.
[18] Rahayu, T., Adlin, D., & Muda, I. (2021). Gondang : Jurnal Seni dan Budaya “ RAPAI ” PROPERTY MAHANGGU DANCE AS ART POTENTIAL IN. 5(2), 143–149.
[19] Risdiyanti, I., & Prahmana, R. C. I. (2018). Ethnomathematics: Exploration in Javanese culture. Journal of Physics: Conference Series, 943(1). https://doi.org/10.1088/1742-6596/943/1/012032
[20] Rosa, M., & Orey, D. C. (2011). Ethnomathematics: the cultural aspects of mathematics Etnomatemática: os aspectos culturais da matemática. Revista Latinoamericana de Etnomatemática, 4(2), 32–54.
[21] Rubio, J. S. (2016). The ethnomathematics of the Kabihug tribe in Jose Panganiban, Camarines Norte, Philippines. Malaysian Journal of Mathematical Sciences, 10, 211–231.
[22] Sabar, S. S., & Wiyoso, J. (2018). Nilai Moral pada Kesenian Buncis di Desa Tanggeran Kecamatan Somagede Kabupaten Banyumas. Jurnal Seni Tari, 7(2), 1–9.
[23] Saparuddin, A., Sukestiyarno, Y. L., & Junaedi, I. (2019). Etnomatematika Dalam Perspektif Problematika Pembelajaran Matematika : Tantangan Pada Siswa Indigenous. Universitas Negeri Semarang, 910–916.
[24] Soviawati, E. (2011). Pendekatan Matematika Realistik (PMR) untuk Meningkatkan Kemampuan Berfikir Siswa di Tingkat Sekolah Dasar. Jurnal Penelitian Pendidikan, Edisi Khus(2), 154–163.
[25] Spradley, J. (2016). Ethnographic Interview. The Etnographic Interview. https://doi.org/10.4135/9781483381411.n168
[26] Sunandar, M. A. (2016). Pembelajaran matematika SMK bernuansa etnomatematika. Seminar Nasinal Matematika X Universitas Negeri Semarang, 95–105. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/21622
[27] Sunzuma, G., & Maharaj, A. (2021). In-service mathematics teachers’ knowledge and awareness of ethnomathematics approaches. International Journal of Mathematical Education in Science and Technology, 52(7), 1063–1078. https://doi.org/10.1080/0020739X.2020.1736351
[28] Utami, N. W., Sayuti, S. A., & Jailani. (2019). Math and mate in javanese primbon: Ethnomathematics study. Journal on Mathematics Education, 10(3), 341–356. https://doi.org/10.22342/jme.10.3.7611.341-356
[29] Wahyuni, A., & Pertiwi, S. (2017). Etnomatematika dalam ragam hias melayu. Math Didactic: Jurnal Pendidikan Matematika, 3(2), 113–118. https://doi.org/10.33654/math.v3i2.61
[30] Wardono, & Mariani, S. (2018). The analysis of mathematics literacy on PMRI learning with media schoology of junior high school students. Journal of Physics: Conference Series, 983(1), 0–9. https://doi.org/10.1088/1742-6596/983/1/012107
[31] Zaenuri, & Dwidayati, N. (2018). Exploring ethnomathematics in Central Java. Journal of Physics: Conference Series, 983(1). https://doi.org/10.1088/1742-6596/983/1/012108
[32] Zayyadi, M. (2015). Eksplorasi etnomatematika pada batik madura. 2011.
[2] Afriansyah, E. A. (2016). Makna Realistic dalam RME dan PMRI. Lemma, II(2), 96–104. https://core.ac.uk/download/pdf/229189196.pdf
[3] Aikpitanyi, L. A., & Eraikhuemen, L. (2017). Mathematics Teachers’ Use of Ethnomathematics Approach in Mathematics Teaching in Edo State. Journal of Education and Practice, 8(4), 34–38.
[4] Andriono, R. (2021). Analisis Peran Etnomatematika dalam Pembelajaran Matematika. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 4(2). https://doi.org/10.24176/anargya.v4i2.6370
[5] Andriyani, & Kuntarto. (2017). Etnomatematika : Model Baru. Jurnal Gantang, II(2), 133–144. http://ojs.umrah.ac.id/index.php/gantang/index
[6] Aprillianti, I., & Yudianto, E. (2019). Etnomatematika Pada Aktivitas Petani Kakao Desa. Saintifika, 21(1), 1–8. https://core.ac.uk/download/pdf/297204365.pdf
[7] Arisetyawan, A., Suryadi, D., Herman, T., & Rahmat, C. (2014). Study Ethnomathematics : A Lesson of Baduy Culture. International Journal of Education and Research, 2(10), 681–688.
[8] Haryanto, T. N., & Subanji, S. R. (2017). Ethnomathematics In Arfak ( West Papua- Indonesia ): Numeracy Of Arfak. International Journal of Scientific & Technology Research, 6(09), 325–327.
[9] Herawaty, D., Sarwoedi, S., Marinka, D. O., Febriani, P., & Wirne, I. N. (2019). Improving student’s understanding of mathematics through ethnomathematics. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012080
[10] Imswatama, A., & Lukman, H. S. (2018). The Effectiveness of Mathematics Teaching Material Based on Ethnomathematics. International Journal of Trends in Mathematics Education Research, 1(1), 35–38. https://doi.org/10.33122/ijtmer.v1i1.11
[11] Kamarusdiana, K. (2019). Studi Etnografi Dalam Kerangka Masyarakat Dan Budaya. SALAM: Jurnal Sosial Dan Budaya Syar-I, 6(2), 113–128. https://doi.org/10.15408/sjsbs.v6i2.10975
[12] Kinanti, K. W., Pitana, T. S., & Yuliani, S. (2017). Gedung Seni Dan Budaya Banyumas Dengan Pendekatan Lokalitas Di Purwokerto. Arsitektura, 13(2). https://doi.org/10.20961/arst.v13i2.15644
[13] Kurniawan, W., & Hidayati, T. (2020). Ethnomathematics in Borobudur Temple and Its Relevance in Mathematics Education. Jurnal Pendidikan Progresif, 10(1), 91–104. https://doi.org/10.23960/jpp.v10.i1.202011
[14] Mania, S., & Alam, S. (2021). Teachers’ perception toward the use of ethnomathematics approach in teaching math. International Journal of Education in Mathematics, Science and Technology, 9(2), 282–298. https://doi.org/10.46328/IJEMST.1551
[15] Muhtadi, D., Sukirwan, Warsito, & Prahmana, R. C. I. (2017). Sundanese ethnomathematics: Mathematical activities in estimating, measuring, and making patterns. Journal on Mathematics Education, 8(2), 185–198. https://doi.org/10.22342/jme.8.2.4055.185-198
[16] Purniati, T., Turmudi, T., Juandi, D., & Suhaedi, D. (2021). Ethnomathematics Exploration of The Masjid Raya Bandung Ornaments in Transformation Geometry Materials. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 5(2), 235. https://doi.org/10.31331/medivesveteran.v5i2.1639
[17] Putri, L. (2017). Eksplorasi Etnomatematika Kesenian Rebana Sebagai Sumber Belajar Matematika Pada Jenjang Mi. Jurnal Ilmiah Pendidikan Dasar UNISSULA, 4(1), 136837.
[18] Rahayu, T., Adlin, D., & Muda, I. (2021). Gondang : Jurnal Seni dan Budaya “ RAPAI ” PROPERTY MAHANGGU DANCE AS ART POTENTIAL IN. 5(2), 143–149.
[19] Risdiyanti, I., & Prahmana, R. C. I. (2018). Ethnomathematics: Exploration in Javanese culture. Journal of Physics: Conference Series, 943(1). https://doi.org/10.1088/1742-6596/943/1/012032
[20] Rosa, M., & Orey, D. C. (2011). Ethnomathematics: the cultural aspects of mathematics Etnomatemática: os aspectos culturais da matemática. Revista Latinoamericana de Etnomatemática, 4(2), 32–54.
[21] Rubio, J. S. (2016). The ethnomathematics of the Kabihug tribe in Jose Panganiban, Camarines Norte, Philippines. Malaysian Journal of Mathematical Sciences, 10, 211–231.
[22] Sabar, S. S., & Wiyoso, J. (2018). Nilai Moral pada Kesenian Buncis di Desa Tanggeran Kecamatan Somagede Kabupaten Banyumas. Jurnal Seni Tari, 7(2), 1–9.
[23] Saparuddin, A., Sukestiyarno, Y. L., & Junaedi, I. (2019). Etnomatematika Dalam Perspektif Problematika Pembelajaran Matematika : Tantangan Pada Siswa Indigenous. Universitas Negeri Semarang, 910–916.
[24] Soviawati, E. (2011). Pendekatan Matematika Realistik (PMR) untuk Meningkatkan Kemampuan Berfikir Siswa di Tingkat Sekolah Dasar. Jurnal Penelitian Pendidikan, Edisi Khus(2), 154–163.
[25] Spradley, J. (2016). Ethnographic Interview. The Etnographic Interview. https://doi.org/10.4135/9781483381411.n168
[26] Sunandar, M. A. (2016). Pembelajaran matematika SMK bernuansa etnomatematika. Seminar Nasinal Matematika X Universitas Negeri Semarang, 95–105. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/21622
[27] Sunzuma, G., & Maharaj, A. (2021). In-service mathematics teachers’ knowledge and awareness of ethnomathematics approaches. International Journal of Mathematical Education in Science and Technology, 52(7), 1063–1078. https://doi.org/10.1080/0020739X.2020.1736351
[28] Utami, N. W., Sayuti, S. A., & Jailani. (2019). Math and mate in javanese primbon: Ethnomathematics study. Journal on Mathematics Education, 10(3), 341–356. https://doi.org/10.22342/jme.10.3.7611.341-356
[29] Wahyuni, A., & Pertiwi, S. (2017). Etnomatematika dalam ragam hias melayu. Math Didactic: Jurnal Pendidikan Matematika, 3(2), 113–118. https://doi.org/10.33654/math.v3i2.61
[30] Wardono, & Mariani, S. (2018). The analysis of mathematics literacy on PMRI learning with media schoology of junior high school students. Journal of Physics: Conference Series, 983(1), 0–9. https://doi.org/10.1088/1742-6596/983/1/012107
[31] Zaenuri, & Dwidayati, N. (2018). Exploring ethnomathematics in Central Java. Journal of Physics: Conference Series, 983(1). https://doi.org/10.1088/1742-6596/983/1/012108
[32] Zayyadi, M. (2015). Eksplorasi etnomatematika pada batik madura. 2011.
Published
2023-08-31
How to Cite
Hasanah, C. (2023). ETNOMATEMATIKA PADA KARAWITAN BANYUMASAN, STUDI KASUS PADA SARON BARUNG DAN SARON PENERUS. Jurnal Inovasi Penelitian, 4(4), 845-854. https://doi.org/10.47492/jip.v4i4.2786
Section
Articles
Copyright (c) 2023 Jurnal Inovasi Penelitian
This work is licensed under a Creative Commons Attribution 4.0 International License.
