Mathematical Ideas Embedded in Betawi Wedding Symbols: An Ethnomathematics Study in Setu Babakan, Jakarta
DOI:
https://doi.org/10.26740/jrpipm.v10n2.p215-231Keywords:
Betawi Traditional Weddings, Bishop Activities, Ethnomathematics, Mathematics Learning ContextAbstract
Mathematics is often perceived as a rigid discipline detached from cultural contexts, whereas many traditional practices embody mathematical concepts. Betawi wedding symbols were chosen due to their cultural significance and their potential to reveal mathematical ideas that remain insufficiently explored. This study aims to explore ethnomathematics in Betawi wedding symbols and examine their potential as contexts for mathematics learning in schools. A qualitative approach was employed, and the study was conducted at the Betawi Cultural Village of Setu Babakan. The participants consisted of Betawi cultural figures and cultural practitioners. Data were collected through field notes, semi-structured interviews, and documentation using observation sheets, interview protocols, and documentation records as research instruments. The data were analyzed using NVivo 12 software through matrix coding techniques based on Bishop’s six fundamental mathematical activities. The findings revealed that ethnomathematical exploration and mathematical context analysis of Betawi wedding symbols demonstrate their potential to serve as meaningful contexts for mathematics learning. The identified contexts include solid geometry in Peti Sie, translation in Alpie, ratio and scale in Roti Buaya. These contexts can be used as a means of constructing students’ understanding of mathematical concepts through authentic cultural situations. Unlike previous ethnomathematics studies, this study connects Betawi wedding symbols with specific mathematical concepts and demonstrates their potential as meaningful contexts for school mathematics learning. Therefore, the findings indicate that local culture can be utilized as a source of mathematical learning contexts that support meaningful learning while also inspiring teachers to integrate cultural elements into the learning process.
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