PENELITIAN DALAM ETNOMATEMATIKA - USD

BIDANG-BIDANG KAJIAN DAN PENELITIAN DALAM ETNOMATEMATIKA

St. Suwarsono

Kuliah Dosen TamuProgram S2 Pendidikan Matematika

Universitas Sanata DharmaJumat, 4 Maret 2016

Pengertian Etnomatematika :

1. Pengertian awal :The term ‘ethnomathematics’ has been used by D’Ambrosio (1985) to mean “the mathematical practices of identifiable cultural groups and may be regarded as the study of mathematical ideas found in any culture”. (Rosa & Orey, 2011 : 35).

2. Pengertian selanjutnya :“Ethnomathematics is used to express the relationship between culture and mathematics”(D’Ambrosio, 2001: 308, dalam Heron & Barta, 2009 : 26).

Tambahan penjelasan tentang pengertian etnomatematika :

• “Until the early 1980s, the notion ‘ethnomathematics’ was reserved for the mathematical practices of ‘nonliterate’ – formerly labeled as ‘primitive’- peoples (Ascher & Ascher, 1997) “ (Francois, 2009 : 1517).

• “D’Ambrosio (1997), who became ‘the intellectual father’ of the ethnomathematics program proposed ‘a broader concept of ethno’, to include all culturally identifiable groups with their jargons, codes, symbols, myths, and even specific ways of reasoning and inferring” (Francois, 2009 : 1517).

Lingkup Kegiatan, Kajian, dan Penelitian dalam Etnomatematika meliputi, antara lain (e.g.

Mukhopadhyay, Powell, and Frankenstein, 2009; Tweed & Lehman, 2002; Tanase & Lucey, 2015; Galindo, 2009 ):

• 1. Some artefacts that have some mathematical characteristics, as well as the beliefs, the attitudes, and the way of thinking and reasoning of the people in a community that might influence their mathematical thinking;

• 2. Studies and analyses of the mathematics in all areas of the world, including areas underappreciated for their contributions to mathematical knowledge.

• 3. Mathematics in out-of-school contexts, including “street mathematics”, and the mathematics of activities traditionally associated with women.

• 4. (on the next slide)

• 4. The contributions of many cultures to academic mathematics, and thereby combatting the Eurocentric narrative of the history of its development.

• 5. The influence of social, cultural, and political contexts on the development and dissemination of mathematics, countering a history of mathematics predominantly written in terms of achievements of individuals.

• 6. (on the next slide)

• 7. The particular practices of school mathematics, such as the use of teaching approaches adapted to local cultures (e.g. Herron & Barta, 2009 ; Lipka, Yanez, Andrew-Ihrke, & Adam, 2009).

• 8. The specific non physical characteristics of the people in the area that might have some influence on the students’ way of thinking and the students’ learning of mathematics, including the cognitive styles of the people and the preferred way of learning (e.g. Confucianism vs western way of thinking and learning, see, for example, Tweed & Lehman, 2002) .

• 9. The utilization of mathematics for building and developing the awareness for democracy social justice, financial literacy, etc (see, Tanase & Lucey, 2015) and hence, building and developing the culture of the society.

• 10. Projects in the society that might require the applications of some mathematical concepts and principles, such as a project for rehabilitating a destroyed area which used to be a good forest. A project like these has been done in Idaho, USA, for the Shoshone-Bannock Tribe in Idaho, USA (Galindo, 2009).

Empat Kategori Penelitian Etnomatematika Vithal & Skovsmose (1997, dalamCharoula Stathopoulou,

Panagiota Kotarinou,Peter Appelbaum, 2015 ) :

1.The pure anthropological approach analyses the mathematics that is met in traditional, i.e., Indigenous, cultures.

2. The historical anthropology approach challenges the traditional history of mathematics, demonstrating the contributions of cultures outside Europe to the knowledge that is referred to as ‘Western‘ mathematics.

• 3. The socio-psychological approach explores the mathematics of different groups in everyday settings, showing that mathematical knowledge is generated in a variety of contexts by both adults and children. In particular, the everyday practices of different groups are investigated, such as dairy workers construction foremen, carpenters, candy

etc.

• 4. Ethnomathematics and mathematics education focuses on the relationship between Ethnomathematics and mathematics education

Pendekatan atau metode yang digunakan dalam penelitian etnomatematika :

• 1. Pendekatan kualitatif

• 2. Pendekatan kuantitatif (deskriptif, eksperimental, penelitian pengembangan)

• 3. Pendekatan campuran (mixed-methods) antara kualitatif dan kuantitatif

Kriteria untuk Pembelajaran yang Disesuaikan dengan Budaya Siswa (culturally responsive

teaching) :

• 1. Students must experience academic success

• 2. Students must develop and/or maintain cultural competence, and

• 3. Students must develop a critical consciousness through which they challenge that statusquo of the current social order

(Ladson-Billings, 1995, dalam Mukhopadhayay, Powell, Frankenstein, 2009 : 66)

Karakteristik untuk Pembelajaran yang Disesuaikan dengan Budaya Siswa (culturally

responsive teaching) :

• 1. Empowering (memberdayakan siswa)

• 2. Transformative (transformatif)

• 3. Emancipatory (emansipatif)

(Gay, 2000, dalam Mukhopadhayay, Powell, Frankenstein, 2009: 66)

TERIMA KASIH