INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 06, JUNE 2019 ISSN 2277-8616

Ethnomathematics: Exploration of the Muntuk

Community
Maryati, Rully Charitas Indra Prahmana

Abstract: Bamboo handicraft is one of the cultural heritage that is still preserved by the Muntuk community. In making bamboo handicrafts, many use
interesting and varied motifs of Anyaman (handicraft). The purpose of this research is to explore the relationship between mathematics and culture,
especially in the motif of Anyaman Bambu (bamboo’s handicraft). This research used an ethnographic approach which is an empirical and theoretical
approach, which aims to obtain a thorough description and analysis of culture based on field research. The result is exploration ethnomathematics in the
several motifs of Anyaman Bambu that contains mathematics concept, especially geometric transformation subject.

Index Terms: Ethnography, Ethnomathematics, Muntuk Community.

————————————————————

1 INTRODUCTION
Mathematics is a form of culture that is integrated into all
aspects of people's lives through mathematical activities and
allows mathematical concepts embedded in cultural practices
[1-3]. Furthermore, Maryati & Prahmana [4] explained that
there is a relationship between mathematics and culture
through activities carried out by a certain group of people.
However, there are still those who view mathematics as
abstract and far from everyday life [5]. Mathematical learning
that is far from everyday life and detached from culture has an
impact on the ability of students to apply mathematical
concepts in solving problems related to daily life [6]. Based on
the results of the PISA (Program for International Student
Assessment) to prove the learning process in schools
analyzed by Stacey [7] has shown that Indonesian students
cannot use mathematical concepts to solve real-life problems.
Students have difficulty in solving math problems related to
real life because so far students tend to be taught practical
formulas. One reason students cannot solve problems related
to daily life is that the learning process does not link
mathematical concepts to real life [8]. Thus, a bridge between
mathematics and culture is needed, namely ethnomathematics
[9]. Ethnomathematics has the potential to help students
develop a more significant interest in learning mathematics
[10-12]. Therefore, the teacher had a significant influence in
forming the boundary between the two fields of formal
mathematics and Ethnomathematics and on the
comprehensive integration of daily mathematical activities into
formal mathematics. Indonesia consists of several islands that
have a great deal of cultural diversity. One of the islands
famous for its culture is Java, especially in Yogyakarta, which
is known as a city of culture. The people of Yogyakarta still
preserve several cultural activities. They have applied some
mathematical concepts, namely bamboo crafts. The villages in
Bantul regency are in Muntuk village, the majority of which are
bamboo craftsmen. In making bamboo handicrafts, many use
interesting and varied motifs of Anyaman [13].
____________________________
 SMP Muhammadiyah Tepus, Gunungkidul, Yogyakarta.
E-mail: maryati1708050021@webmail.uad.ac.id
 Universitas Ahmad Dahlan, Magister of Mathematics
Education, Yogyakarta, Indonesia. E-mail:
rully.indra@mpmat.uad.ac.id
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Furthermore, Haris & Putri [14] explained that the context of
Anyaman traditional crafts could be used as a context in
mathematics learning. Ethnomathematics has a source of
knowledge produced by a person/group through activities to
fulfill their daily needs [15]. There are several studies related
to ethnomathematics [16-17]. Ditasona [16] explores the
concept of geometric transformation using Gorga motifs
(ornaments in Batak House). Furthermore, Risdiyanti &
Prahmana [17] explores the concept of geometric
transformation using batik. Therefore, culture can be used as a
context in the process of learning mathematics. In Muntuk
village, there is one bamboo handicraft which is a bamboo wall
that has a variety of exciting motifs of Anyaman. The
researcher was interested in exploring how to explore
ethnomathematics, especially in making Anyaman Bambu. It is
hoped that the results of this study can bridge mathematics
with culture and can be applied in classroom learning.
2 METHOD
This type of research is descriptive qualitative, namely the
type of research to explain and obtain information as a whole,
broad and in-depth [17]. In addition, this study uses an
ethnographic approach, namely the empirical and theoretical
approach, which aims to obtain a thorough description and
analysis of culture based on field research. This research was
conducted from January to March 2019. The research
procedures were carried out with three main steps, namely
analysis of pre-field data, data analysis during the field, and
overall data analysis [9]. Data collection techniques use
principles in ethnography such as observation, interviews,
documentation, and field notes with original ethnographic
descriptions [18].
3 Result and Discussion
The results of the study show that the Muntuk community still
preserves cultural heritage such as bamboo handicrafts. In
making bamboo handicrafts, many use interesting and varied
motifs of Anyaman [13]. Furthermore, Prabawati [19] explained
that the existence of Anyaman crafts could be used as a
learning resource and of course, can make students or the
public better understand how their culture relates to
mathematics. In addition, it can also increase motivation in
learning and facilitate students in linking concepts learned in
real-world situations [20]. In other facts, it turns out that in the
motif of Anyaman Bambu, used the concept of geometric
transformation is such as translation, reflection, rotation, and
dilation.
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 INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 06, JUNE 2019 ISSN 2277-8616

3.1 Translation Fig. 2 explains the application of geometry transformation in

Translation is a transformation that moves every point in a field woven motif on the bamboo wall, to making this motif can the
according to a certain distance and direction. The distance and applied reflection of several ornaments in this motif by the
direction of a translation can be determined by a line segment vertical axis and horizontal axis in Cartesian coordinate
a system.
(vector), for example, PQ or a pair of number, for example ( ),
b
where a declares the distance and direction of horizontal 3.3 Rotation
displacement and b denotes the distance and direction of Rotation is a transformation that moves points by rotating the
a a
displacement vertically. Translation by ( ) is written T = ( ). If points as far as θ to a central point of rotation. Rotation or
b b
a rotation on a flat plane is determined by the center of rotation,
the point P(x, y) is translated by T = ( ) the shadow is P’(x’, y’)
b the magnitude of the rotation angle, and the direction of the
with x’ = x + a and y’ = y + b or P’(x + a, y + b). rotation angle. Angular Rotation is the angle between the line
y connecting the origin and center of rotation with the line
connecting the shadow point and the center of rotation.

x
4 CITATIONS

Fig. 1. The application of translation in woven motif on the

bamboo wall

Fig. 1 explains the application of geometry transformation in
woven motif on the bamboo wall, to making this motif can the
applied translation of several ornaments by an axis in the
Cartesian coordinate system. The translation process along
the horizontal line to form new objects such as the repetition of
the previous object. The direction and shape is also exactly
the same as the previous form.
Fig. 3. The application of rotation in woven motif on the
bamboo wall
Fig. 3 explains the application of geometry transformation in
woven motif on the bamboo wall, to making this motif can the
applied rotation with 0°, 60°, 120°, 180°, 240°, and 300° toward
x-axis or y-axis in Cartesian coordinate system.

3.2 Reflection 3.4 Dilatation

Reflection is one type of transformation that moves every point
on a field by using mirror image properties. In field
coordinates, the objects reflected are points, lines, or regions.
These objects are reflected in a point or a line. The line that is
used as an object mirroring media is called the mirroring axis
or the symmetry axis. The reflection properties are the
distance from the origin to the mirror equal to the distance of
the mirror to the shadow point and the line connecting the
origin with the point of the shadow perpendicular to the mirror.
If the point P(x, y) is reflected on the x-axis, then the image is
the point P’(x’, y’) with x’ = x and y’ = y. The relationship can
be written as M : P(x, y) → P’(x’, y’) = P’(x, −y). If the point
P(x, y) is reflected on the y-axis, then the image is P’(x’, y’) with
x’ = x and y’ = y. The relationship can be written as
M : P(x, y) → P’(x’, y’) = P’(−x, y).
Dilatation is a transformation that changes the distance of
points with certain multipliers to a certain point. A certain
multiplier factor is called the dilatation factor or a scale factor,
and that particular point is called the center of dilatation. Thus
it can be said that dilation is determined by a scale factor (k)
and a central dilation. If the dilatation is awakened, the
dilatation will change the size without changing the shape of
the build. Dilation centered on P with a k scale factor is
denoted by [P, k].

Fig. 4. The application of dilatation in woven motif on the

bamboo wall

Fig. 4 explains the application of geometry transformation in

Fig. 2. The application of reflection in woven motif on the woven motif on the bamboo wall, to making this motif can to
bamboo wall applied dilatation of an ornament, so can get the motif that has
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 INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 06, JUNE 2019 ISSN 2277-8616

the same form but have different size. [12] Putri, Y.Y., Sudarmawan, A., & Herliyani, E. (2014). Motif
hias pada kerajinan anyaman bambu di kejapa bamboo
5 CONCLUSION handicraft, desa tigawasa, kecamatan banjar, kabupaten
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