Studi Etnomatematika pada Praktik Menganyam Ketak Tradisional Suku Sasak dan Potensinya dalam Pembelajaran Matematika
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Penelitian ini dilatarbelakangi oleh masih terbatasnya integrasi budaya lokal dalam pembelajaran matematika, khususnya melalui pendekatan etnomatematika pada praktik menganyam ketak Suku Sasak yang belum banyak dianalisis secara matematis. Tujuan penelitian ini adalah untuk mengidentifikasi dan menganalisis konsep-konsep matematika yang muncul dalam aktivitas menganyam ketak serta mengkaji potensinya sebagai sumber belajar matematika. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek para pengrajin anyaman ketak di wilayah Suku Sasak yang dipilih melalui teknik purposive sampling berdasarkan pengalaman dan keterampilan. Instrumen penelitian terdiri atas lembar observasi, pedoman wawancara, dan dokumentasi yang telah diuji melalui expert judgment, sedangkan keabsahan data diperkuat melalui triangulasi sumber dan teknik. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa aktivitas menganyam ketak memuat konsep matematika berupa pengukuran, bilangan dan perhitungan, geometri, transformasi geometri, serta pola dan keteraturan yang muncul secara implisit dalam praktik budaya masyarakat. Temuan ini menunjukkan bahwa pengetahuan matematis berkembang dalam konteks budaya dan pengalaman sehari-hari pengrajin. Simpulan penelitian ini adalah bahwa anyaman ketak merupakan bentuk etnomatematika yang potensial diintegrasikan dalam pembelajaran matematika untuk meningkatkan pemahaman konsep secara kontekstual sekaligus mendukung pelestarian budaya lokal.
Ethnomathematics Study of Traditional Ketak Weaving Practices of the Sasak Tribe and Its Potential in Mathematics Learning
Abstract
This study is motivated by the limited integration of local culture in mathematics learning, particularly through an ethnomathematics approach in the traditional ketak weaving practice of the Sasak Tribe, which has not been extensively analyzed mathematically. The purpose of this study is to identify and analyze mathematical concepts embedded in ketak weaving activities and to examine their potential as a contextual learning resource in mathematics education. This research employed a descriptive qualitative approach involving ketak weaving artisans from the Sasak community selected through purposive sampling based on their experience and skills. The research instruments included observation sheets, interview guidelines, and documentation, all validated through expert judgment, while data credibility was ensured using source and technique triangulation. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings reveal that ketak weaving practices contain mathematical concepts such as measurement, numbers and operations, geometry, geometric transformations, and patterns and regularities, which emerge implicitly within cultural activities. These findings indicate that mathematical knowledge develops naturally within cultural contexts and the lived experiences of artisans. In conclusion, ketak weaving represents a form of ethnomathematics that has strong potential to be integrated into mathematics learning to enhance conceptual understanding in a contextual way while also supporting the preservation of local culture.
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