Exploration of Mathematical Concepts in Shallot Farming as an Ethnomathematics Context in Elementary School

Abstract

Mathematics in elementary education is often perceived as challenging due to abstract teaching methods that lack connection to students' daily environments. This study explores the mathematical concepts embedded within shallot farming activities in Rejoso Village, Nganjuk Regency, utilizing an ethnomathematics framework. A qualitative ethnographic approach was employed, with data collected through observations, semi-structured interviews, documentation, and literature reviews. The findings reveal that traditional shallot farming incorporates fundamental mathematical domains—including numbers, geometry, measurement, pattern recognition, and data analysis—demonstrated in practices such as land allocation, bed organization, planting distance measurement, seed calculation, crop maintenance, and yield estimation. Furthermore, the study illustrates how these culturally grounded practices can be integrated into elementary mathematics instruction under the Merdeka Curriculum framework. By bridging local agricultural traditions with formal school curricula, this research contributes to the ethnomathematics literature and offers practical insights for designing meaningful, contextualized mathematics learning experiences for elementary school students.