Ethnomathematics of the Jami Mosque Jingah River as a source mathematics learning

Abstract

Ethnomathematics was a contextual approach that uses the environment and culture. The study aims to explore the relationship between mathematics and the Jami Mosque Jingah River culture in mathematics learning and provides ethnomathematics options as a learning resource for students during the COVID 19 pandemic. This study uses an ethnographic approach, which was an empirical and theoretical approach to obtain an in-depth description and analysis of a culture based on field notes that been obtained from the results of data collection. The results showed that there are a lot of components, ornaments, and objects in the Jami Mosque Jingah River containing many mathematical concepts of lines, vertices, properties, perimeter and area, especially in the field of geometry. During the COVID 19 pandemic, the teacher gave students the task of looking for information and observing pictures of the Jami Mosque Jingah River. that These are the students’ activities: (1) identify the types and properties of flat shapes (2) use contextual problems related to these flat shapes, (3) combine flatways at the Jami Mosque Jingah River that can generate creative thinking skills students. For suggestion, mathematics teachers in junior high schools can apply this study’s results to improve higher-order thinking skills and become more familiar with their culture.