The characters of the traditional residence of Sasak tribe based on sikut awak: An ethnomathematics study

Authors

  • Lalu Muhammad Fauzi Universitas Hamzanwadi
  • Muhammad Gazali Mathematics Education Department, Universitas Hamzanwadi, West Nusa Tenggara

DOI:

https://doi.org/10.29408/jel.v8i1.4143

Keywords:

ethnomathematics, Sasak culture, residential characters, sikut awak

Abstract

In cultural anthropology, people have recognized various mathematical activities, such as counting, calculating, measuring, and weighting, with different terms derived from each culture. Community activities in responding to the existence of their environment will give rise to mathematics as part of problem-solving, including finding characters or features of residence to build. Therefore, this study explores mathematical forms in the measurement of residential characters based on sikut awak that can be used in mathematics learning. This research is an ethnographic study. Data were collected from various literature studies, field observations, and interviews. Informants included in the study were two cultural experts, one Adat leader, and one traditional builder who knows sikut awak’s measurement format in determining the traditional residential characters of Sasak people. This study shows that the determination of residential characters uses mathematical models in its calculation.

References

Alkhusairi. (2016). Pengembangan model pembelajaran matematika berbasis budaya Sasak [Development of a Sasak culture-based mathematics learning model] [Unpublished Doctoral Dissertation]. Universitas Negeri Yogyakarta.

Anglin, W. S. (1994). Mathematics: A concise history and pholosophy. Springer Verlag. https://doi.org/10.1007/978-1-4612-0875-4

Ascher, M., & D’Ambrosio, U. (2012). Ethnomathematics : a Dialogue. For the Learning of Mathematics, 14(2), 36–43.

Battista, M. T. (2011). Engaging students in meaningful mathematics learning: Different perspectives, complementary goals. Journal of Urban Mathematics Education, 3(2), 34–46.

Brough, C., & Calder, N. (2014). Making mathematics meaningful: Using studentinitiated problems to situate mathematics. Australian Primary Mathematics Classroom, 19(1), 9–13. https://doi.org/10.1109/FIE.2008.4720673

Burton, M. (2010). Five trategies for creating meaningful mathematics experiences in the primary years. Young Children, 65(6), 92–96.

Ching, F. D. K. (2017). Architecture: Form, space and order (3 nd). John Wiley & Sons, Inc.

D’Ambrosio, U., & D’Ambrosio, B. S. (2013). The role of ethnomathematics in curricular leadership in mathematics education. Journal of Mathematics Education at Teachers College, 4, 19–25.

D’Ambrosio, U. (2007). Ethnomathematics: Perspectives. NASGEM News, 2(1), 2-3. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.417.9195&rep=rep1&type=pdf

D’Ambrosio, U. (2001). What is ethnomathematics, and how can it help children in schools? Teaching Children Mathematics, 7(6), 308–310. https://doi.org/10.5951/TCM.7.6.0308

D’Ambrosio, U. (2016). State of the art in ethnomathematics. In Milton Rosa, U. D’Ambrosio, D. C. Orey, L. Shirley, W. V. Alangui, P. Palhares, & M. E. Gavarrete (Eds.), Current and Future Perspectives of Ethnomathematics as A Program (pp. 11–37). Camp. Springer US.

Ernest, P. (1991). The philosophy of mathematics education. Falmer Press.

Fatrurrahman, L. A. (2016). Membaca arsitektur Sasak [Reading Sasak architecture]. Genius.

Freudenthal, H. (2002). Revisiting mathematics education. Springer Netherlands. https://doi.org/10.1007/0-306-47202-3

Ghaffarianhoseini, A., Berardi, U., Dahlan, N. D., & Ghaffarianhoseini, A. (2014). What can we learn from Malay vernacular houses? Sustainable Cities and Society, 13, 157–170. https://doi.org/10.1016/j.scs.2014.04.008

Kimberly Mah. (2013). Architecture and the human behaviour. 1–44. http://library1.nida.ac.th/termpaper6/sd/2554/19755.pdf

Kirchgräber, U. (2001). The teaching and learning of mathematics at university level. In M. Artigue, U. Kirchgräber, J. Hillel, M. Niss, A. Schoenfeld, & (Section Editors) (Eds.), Changing contexts in tertiary mathematics: Implications for diversity and equity (pp. 13–26).

Markevičienė, J. (2012). The spirit of the place – the problem of (re) creating. Journal of Architecture and Urbanism, 36(1), 73–81. https://doi.org/10.3846/20297955.2012.679789

Prahmana, R. C. I., Yunianto, W., Rosa, M., & Orey, D. C. (2021). Ethnomathematics : Pranatamangsa system and the birth-death ceremonial in Yogyakarta. Journal on Mathematics Education, 12(1), 93–112. https://doi.org/10.22342/jme.12.1.11745.93-112

Ruff, C. L., & Olson, M. A. (2009). The attitudes of interior design students towards sustainability. Int J Technol Des Educ, 19(1), 67–77. https://doi.org/10.1007/s10798-007-9038-0

Sabilirrosad. (2014). Etnomatematika tenun Sasak [Ethnomathematics of Sasak weaving] [Unpublished Master Thesis]. Universitas Negeri Yogyakarta.

Spradley, J. P. (2016). The ethnographic interview. In The SAGE Encyclopedia of Communication Research Methods. Reissued Long Grove, IL: Waveland Press, Inc. https://doi.org/10.4135/9781483381411.n168

Supiyati, S. (2019). Nilai-nilai budaya Sasak dalam perspektif etnomatematika [Sasak cultural values in ethnomathematics perspective] [Unpublished Doctoral Dissertation]. Universitas Negeri Yogyakarta.

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

Zhang, D. (2019). Traditional dwellings interrogating. Journal of The International Association for The Study of Traditional Environments, XX(1), 15–36.

Downloads

Published

06-01-2022

How to Cite

Fauzi, L. M., & Gazali, M. (2022). The characters of the traditional residence of Sasak tribe based on sikut awak: An ethnomathematics study. Jurnal Elemen, 8(1), 55–65. https://doi.org/10.29408/jel.v8i1.4143

Issue

Section

Articles

Similar Articles

<< < 1 2 3 > >> 

You may also start an advanced similarity search for this article.