Exploration of Mathematical Concepts in Shallot Farming as an Ethnomathematical Context for Elementary School Mathematics

Abstract

Mathematics in elementary school is often considered difficult by students and less meaningful because mathematics concepts are still taught in the abstract without being associated with students' daily lives. In fact, the environment around students has many activities that contain mathematical elements and can be used as a contextual learning resource. This research aims to explore the mathematical concepts contained in shallot farming activities as an ethnomathematical context in elementary schools. This research uses a qualitative approach with the type of ethnographic research. The research location is in Rejoso Village, Nganjuk Regency, which is known as a shallot farming area. Data collection techniques are carried out through observation, interviews, documentation, and literature studies. The results of the study show that shallot farming activities contain various mathematical concepts, such as numbers, geometry, measurements, patterns, and data analysis. These mathematical concepts appear in shallot farming activities such as land division, bed arrangement, planting distance measurement, calculation of the number of seeds, care of shallot plants and crop yields. The exploration of mathematical concepts in shallot farming can be used as a context for mathematics learning that is contextual, meaningful, and close to the lives of elementary school students. In addition to helping students understand mathematical concepts in real life, ethnomathematics-based learning can also foster a love for local culture and environment.