Ethnomathematical Exploration of Cultural Artifacts as a Local Wisdom-Based Learning Resource in Tarakan City

Hermansyah; Suciati; Ferryansyah; Yuyun

doi:10.63922/ijevss.v4i04.6459

Hermansyah Universitas Borneo Tarakan, Indonesia
Suciati Universitas Borneo Tarakan, Indonesia
Ferryansyah Universitas Borneo Tarakan, Indonesia
Yuyun Universitas Borneo Tarakan, Indonesia

DOI: https://doi.org/10.63922/ijevss.v4i04.6459

Keywords: Ethnomathematics, Cultural artifacts, Tarakan City History Museum, Mathematical concepts, Mathematical principles

Abstract

This research aims to explore ethnomathematics in artifacts found in the Tarakan City History Museum. The focus of the research includes the identification of artifacts that contain ethnomathematical elements and the identification of mathematical concepts and principles contained in the artifacts. This research uses a qualitative method with an ethnographic approach. Data was collected through observation, interviews, and documentation. The research informants consisted of the Head of the Tarakan City History Museum and museum officers. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawn. The results of the study showed that there were seven artifacts that contained ethnomathematical elements, namely Bebingon, Bubu Kanon, Bintul/Ambau, Telipos, Babun, and Tar. The ethnomathematical elements in the artifacts were reflected in the shape, pattern, size, and structure of the artifacts. The mathematical concepts found include circles, tubes, cones, cones, beams, rectangles, rhombosis, triangles, curved lines, patterns, and symmetry. The mathematical principles found include the regularity of patterns, size relationships, similarity, and balance of shapes. The findings of the study show that the artifacts of the Tarakan City History Museum not only have cultural and historical value, but also contain mathematical concepts and principles that develop in the lives of the Tidung people. The artifacts have the potential to be a source of culture-based mathematics learning.

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