LOGIKA BERPIKIR MANUSIA DALAM KONTEKS ETNOMATEMATIKA DAN KONSEP MATEMATIKA
Keywords:
etnomatematika, konsep, logikaAbstract
Dalam etnomatematika, matematika bukan hanya sebagai ilmu yang mempelajari kumpulan rumus dan teori yang abstrak, namun sebagai suatu praktik sosial yang mempunyai kaitan dengan konteks budaya dan sejarah tertentu. Adapun tujuan penelitian ini yaitu: (1) Menganalisis pengaruh logika berpikir manusia terhadap penggunaan konsep matematika dalam budaya; (2) Mengidentifikasi aspek logika berpikir manusia yang relevan dalam konteks etnomatematika; dan (3) Menjelaskan hubungan antara logika berpikir manusia dan perkembangan konsep matematika dalam masyarakat. Pendekatan yang digunakan dalam penelitian ini yaitu pendekatan kualitatif dengan metode penelitian yaitu studi pustaka. Dalam hal ini, peneliti menelusuri, mengumpulkan, dan menganalisis literatur yang berhubungan dengan etnomatematika dan logika berpikir manusia. Berdasarkan hasil penelitian, dapat disimpulkan bahwa Logika berpikir manusia mempengaruhi penggunaan konsep matematika dalam budaya dengan cara memungkinkan manusia untuk memahami dan menerapkan prinsip-prinsip matematika dalam kehidupan sehari-hari. Aspek logika berpikir manusia yang relevan dalam konteks etnomatematika meliputi kemampuan untuk mengenali pola, menghubungkan konsep-konsep matematika dengan konteks budaya, memahami hubungan antara angka dan simbol dengan realitas budaya, serta menerapkan prinsip-prinsip matematika dalam kehidupan sehari-hari dengan cara yang sesuai dengan nilai dan norma budaya. Logika berpikir manusia memainkan peran penting dalam pengembangan konsep matematika, karena manusia menggunakan logika mereka untuk merumuskan dan memahami konsep-konsep matematika.
References
Anderson-Pence, K. L. (2015). Ethnomathematics: The role of culture in the teaching and learning of mathematics. Utah Mathematics Teacher, 3(2), 52-60.
Anthony, G., & Walshaw, M. (2023). Characteristics of effective teaching of mathematics: A view from the West. Journal of Mathematics Education, 147-164.
Baharin, N., Kamarudin, N., & Manaf, U. K. A. (2018). Integrating STEM education approach in enhancing higher order thinking skills. International Journal of Academic Research in Business and Social Sciences, 8(7), 810-821.
Basri, H., & As, A. R. (2018). Improving the critical thinking ability of students to solve mathematical task. JIPM (Jurnal Ilmiah Pendidikan Matematika), 7(1), 13-21.
Bielaczyc, K., Kapur, M., & Collins, A. (2013). Cultivating a community of learners in K–12 classrooms. In The international handbook of collaborative learning (pp. 233-249). Routledge.
Brauer, F., Castillo-Chavez, C., & Feng, Z. (2019). Mathematical models in epidemiology (Vol. 32). New York: Springer.
Burrough, P. A., McDonnell, R. A., & Lloyd, C. D. (2015). Principles of geographical information systems. Oxford University Press, USA.
D'Ambrosio, U. (2018). The program ethnomathematics: Cognitive, anthropological, historic and socio-cultural bases.
Bruner, J. (2017). A study of thinking. Routledge.
Bryson, J. M., Edwards, L. H., & Van Slyke, D. M. (2018). Getting strategic about strategic planning research. Public management review, 20(3), 317-339.
Carlson, S., Llobrera, J., & Keith-Jennings, B. (2019). More adequate SNAP benefits would help millions of participants better afford food. Center on budget and policy priorities.
Cimen, O. A. (2014). Discussing ethnomathematics: Is mathematics culturally dependent?.
Procedia-Social and Behavioral Sciences, 152, 523-528.
Duval, R. (2017). Understanding the mathematical way of thinking-The registers of semiotic representations. Cham: Springer International Publishing.
Engelbrecht, J., Llinares, S., & Borba, M. C. (2020). Transformation of the mathematics classroom with the internet. Zdm, 52, 825-841.
English, L. D., & Gainsburg, J. (2015). Problem solving in a 21st-century mathematics curriculum. In Handbook of international research in mathematics education (pp. 313-335). Routledge.
Ernest, P., Skovsmose, O., Van Bendegem, J. P., Bicudo, M., Miarka, R., Kvasz, L., & Moeller, R. (2016). The philosophy of mathematics education. Springer Nature.
Ferreirós, J. (2015). Mathematical knowledge and the interplay of practices. Princeton University Press.
Fink, A. (2019). Conducting research literature reviews: From the internet to paper. Sage publications.
Fouze, A. Q., & Amit, M. (2017). Development of mathematical thinking through integration of ethnomathematic folklore game in math instruction. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 617-630.
Goranko, V. (2016). Logic as a tool: a guide to formal logical reasoning. John Wiley & Sons.
Halpern, D. F. (2013). Thought and knowledge: An introduction to critical thinking.
Psychology press.
Hatano, G. (2013). A conception of knowledge acquisition and its implications for mathematics education. In Theories of mathematical learning (pp. 209-230). Routledge.
Hendrycks, D., Burns, C., Kadavath, S., Arora, A., Basart, S., Tang, E., ... & Steinhardt, J. (2021). Measuring mathematical problem solving with the math dataset. arXiv preprint arXiv:2103.03874.
Hilbert, D., & Ackermann, W. (2022). Principles of mathematical logic (Vol. 69). American Mathematical Society.
Howard, S. K. (2013). Risk-aversion: Understanding teachers’ resistance to technology integration. Technology, pedagogy and Education, 22(3), 357-372.
Hsu, T. C., Chang, S. C., & Hung, Y. T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, 126, 296-310.
Jeannotte, D., & Kieran, C. (2017). A conceptual model of mathematical reasoning for school mathematics. Educational Studies in mathematics, 96, 1-16.
Kalchman, M., Moss, J., & Case, R. (2013). Psychological models for the development of mathematical understanding: Rational numbers and functions. In Cognition and instruction (pp. 1-38). Psychology Press.
Katsap, A., & Silverman, F. L. (2016). A look at ethnomathematics. In Ethnomathematics of Negev Bedouins' Existence in Forms, Symbols and Geometric Patterns (pp. 29-41). Brill.
Lakoff, G., & Nunez, R. E. (2013). The metaphorical structure of mathematics: Sketching out cognitive foundations for a mind-based mathematics. In Mathematical reasoning (pp. 21-85). Routledge.
Miletzki, J., & Broten, N. (2017). An analysis of Amartya Sen's Development as freedom.
Macat Library.
Muhtadi, D., & Prahmana, R. C. I. (2017). Sundanese Ethnomathematics: Mathematical Activities in Estimating, Measuring, and Making Patterns. Journal on Mathematics Education, 8(2), 185-198.
Nishant, R., Kennedy, M., & Corbett, J. (2020). Artificial intelligence for sustainability: Challenges, opportunities, and a research agenda. International Journal of Information Management, 53, 102104.
Nur, A. S., & Waluya, S. B. (2021). Ethnomathematics Perspective and Challenge as a Tool of Mathematical Contextual Learning for Indigenous People. International Journal on Emerging Mathematics Education (IJEME), 5(1).
O’Halloran, K. L. (2015). The language of learning mathematics: A multimodal perspective.
The Journal of Mathematical Behavior, 40, 63-74.
Okely, J. (2020). Anthropological practice: Fieldwork and the ethnographic method.
Routledge.
Pais, A. (2013). Ethnomathematics and the limits of culture. For the Learning of Mathematics, 33(3), 2-6.
Paul, R., & Elder, L. (2019). The miniature guide to critical thinking concepts and tools.
Rowman & Littlefield.
Prahmana, R. C. I. (2022). Ethno-realistic mathematics education: The promising learning approach in the city of culture. SN Social Sciences, 2(12), 257.
Radford, L. (2014). Towards an embodied, cultural, and material conception of mathematics cognition. ZDM, 46, 349-361.
Riffe, D., Lacy, S., Fico, F., & Watson, B. (2019). Analyzing media messages: Using quantitative content analysis in research. Routledge.
Rosa, M., D’Ambrosio, U., Orey, D. C., Shirley, L., Alangui, W. V., Palhares, P., & Gavarrete, M. E. (2016). Current and future perspectives of ethnomathematics as a program (p. 45). Springer Nature.
Sayama, H. (2015). Introduction to the modeling and analysis of complex systems. Open SUNY Textbooks.
Schoenfeld, A. H., & Sloane, A. H. (2016). Mathematical thinking and problem solving.
Routledge.
Sharma, B. (2020). An Ethno–Mathematical Study on Newar Community Based on Concept of Basic Mathematics (Doctoral dissertation, Faculty Mathematics Education).
Simamora, R. E., & Saragih, S. (2019). Improving Students' Mathematical Problem Solving Ability and Self-Efficacy through Guided Discovery Learning in Local Culture Context. International Electronic Journal of Mathematics Education, 14(1), 61-72.
Steffensen, S. V. (2013). Human interactivity: Problem-solving, solution-probing and verbal
patterns in the wild. In Cognition beyond the brain: Computation, interactivity and
human artifice (pp. 195-221). London: Springer London.
Sterner, T., & Coria, J. (2013). Policy instruments for environmental and natural resource management. Routledge.
Tall, D. (2013). How humans learn to think mathematically: Exploring the three worlds of mathematics. Cambridge University Press.
Taylor, P. C. (2016). Why is a STEAM curriculum perspective crucial to the 21st century?. In 14th Annual conference of the Australian Council for Educational Research.
Vergnaud, G. (2016). The nature of mathematical concepts. In Learning and teaching mathematics (pp. 5-28). Psychology Press.
Verschaffel, L., Schukajlow, S., Star, J., & Van Dooren, W. (2020). Word problems in mathematics education: A survey. ZDM, 52, 1-16.
Weber, K., Inglis, M., & Mejia-Ramos, J. P. (2014). How mathematicians obtain conviction: Implications for mathematics instruction and research on epistemic cognition. Educational Psychologist, 49(1), 36-58.
Wilder, R. L. (2014). Mathematics as a cultural system. Elsevier.
Zhang, W., & Zhang, Q. (2023). Ethnomathematics and its integration within the mathematics curriculum. Journal of mathematics education, 151-157.