THE GEOMETRY TRANSFORMATION CONCEPTS IN BEAD CRAFT MOTIFS BY THE KENYAH DAYAK TRIBE

: When studying mathematics, many students consider mathematics to be a difficult subject because they see it as a close system that prioritizes standards of rigor, speed


INTRODUCTION
Education is one of the factors that play a role in fostering a person's progress, namely in the form of learning experiences that occur throughout life in the formation of the human person, where education has a role in shaping a good or bad personality.
In this case, the government is very concerned about education issues because with a good education system, it is hoped that the next generation will be born capable and able to adjust to the life of society, nation, and state.
Many students who consider mathematics a problematic subject view it as a strict system that prioritizes standards of rigor (Novitasari, 2016). Students demonstrate their love for the local culture and their ability to use their culture to generate income while preserving their culture (Pingge, 2017).
The relationship between society and culture is one of the inseparable bonds in life, where society is an inseparable part of the development of its culture and heredity, which comes from daily activities and events derived from the culture of that community (Mahdayeni et al., 2019). Cultural objects might be integrated into mathematics learning. Each region has its own unique culture consisting of traditional houses that dominate the surroundings, traditional games, typical foods that are usually eaten every day, regional wedding customs, cloth motifs that are often used for certain occasions, regional handicrafts, and so on. One of the cultures that can be used as a source of ethnomathematics-based mathematics learning.
Heldanita (2018) defines by linking ethnomathematics to mathematics learning then by associating exploration as the process of seeing or observing something to find creative ideas. Exploration allows students to see, understand, feel, and ultimately create things that interest them. This activity is carried out by observing the environment in accordance with the existing reality directly. Such observations can be in the form of environments such as forests, hills, dunes, seas, ponds, and other natural environments.
Exploration allows the child to see, understand, feel, and ultimately create what interests them (Rachmawati & Kurniati, 2011). The term ethnomathematics refers to the application of mathematics by certain groups of people, such as urban and rural communities, indigenous peoples, working-class groups, children of certain social classes, and so on. Cultural anthropology (ethnography), mathematical modelling, and mathematical studies are themselves the core of studying ethnomathematics (Ulum, 2018). This theory is comparable to Yuniar & Pujiastuti (2020) which argues that ethnomathematics defined as an anthropology of mathematical culture is a research that is very closely related to local culture in specific communities without their knowledge of mathematical concepts. For example, students learn geometry material, namely building space, the teacher shows objects that resemble or correspond to the building of the space such as paintings, tubes, fabrics, sculptures, and so on, where there is an arrangement of patterns and the beauty of nature and culture taught in mathematics.
Juano & Jediut (2019) stating thatwith cultural interference, learning mathematics will be more helpful. Mathematics and culture are a kind of interrelationships that exist in all aspects of people's lives, wherever they are.
In order for students to understand mathematical concepts, including one of them the concept of geometric transformation, special methods are needed that correspond to their understanding. This was revealed by (Dahlan & Permatasari, 2018) when the teacher explained that in learning reflection and symmetry, the teacher uses works of art, namely examples of objects, tattoos, and other paintings that have local cultural motifs have a mirroring value after students are introduced to these forms, then introduce the concept of mirroring. This was stated by Widada et al. (2018) that math lessons are realistic or related to everyday life and can be used for mathematics learning.
Understanding, exploring, and engaging in cultural traditions can provide insight, increase creativity, and foster a sense of love for the homeland in relation to Indonesian culture. This is why it is essential to research education based on the culture of mathematics learning.

applied a geometric transformation to Lia
Maido's batik designs using Desmos. Edi (2021) has conducted a similar study on the traditional clothing of the Kenyah Dayak Tribe. It was known that in the traditional clothes of the Kenyah Dayak tribe, mathematical concepts were found such as geometric transformations in which there were translation, reflection, rotation, and dilatation.
This study aims to discover some of the relationships between mathematics learning that occurs in the Kenyah Dayak tribe. Besides clothes, bead crafts are also popular. The study was focused on the craft of beads on motifs of the Dayak Kenyah tribe, to understand what mathematical thinking can students learn from observing, using, or creating the bead motifs.

METHOD
This research was carried out in Pampang Village, where there was local production houses in Samarinda City, East Kalimantan Province, Indonesia. This research was conducated around the end of 2022. This study collected various bead motifs originating from Dayak Kenyah, in the Pampang village. This research uses an ethnographic approach where researchers tend to investigate the culture through talks with the local people and observation to their artefacts (Fitrah & Luthfiyah, 2018).
The purpose of the ethnographic approach is to study human behaviour in a particular natural environment and capture meaning based on the perspective of the research subject (emic and non-ethical approaches) (Suwendra, 2018). In this study, validation was carried out for the study's success consists of the mastery of material related to bead motifs and the various concepts of geometric transformations involved in making them. Additionally, unstructured interview questions and documentation on beads were administered. The researcher presents the data in narrative form by describing some of the existing mathematical aspects, then shows certain parts of the motif of bead crafts related to the concept of geometric transformation through rotation and dilatation.

RESULTS AND DISCUSSION
The research data was obtained through interviews with three bead crafters in the area. There was documentation of the bead craft, and there are five Kenyah Dayak motifs used in this research data, namely the Pakis motifs, Asoq motifs, Bang Bekat motifs, Pun motifs, and Silung Kelunan motifs which is contained in ten bean crafts.
Each motif in each craft was identified which kind of the concept of geometric transformations applied. The data revealed that two concepts, rotation and dilatation, are involved.

Bead Craft
Pakis Motif Table 1 and Table 2 shows the concept of geometric transformations, rotation and dilatation, that can be attributed to the craft of beads through these motifs. By abstracting a form of the motif in the craft to find the concept of rotation and dilatation related to the existing bead craft motif.

Rotation
Rotation is the rotation of a body on a fixed axis. Rotation includes geometric transformations, which move points by means of rotating the points as far as θ with the center of a particular point. The following is a discussion related to the concept of geometric transformation through rotation related to existing bead craft motifs.
Bening Figure 1 show how to see the concept of rotation in the Asoq motif using Bening bead craft.         Anjat is commonly used as a bag by the people of Pampang Village.                 showing the real-life context of students, which contains the dilatation concept.

Figure 23. The concept of dilatation in Sapei Inoq
To make it easier to find this concept because it is difficult to find an appropriate point of view when taking data, the object to be searched for the concept of dilatation will be made an illustration or sketch ( Figure 24).  Abstract mathematical concepts by associating objects with the use of environmental objects around students so that they become more concrete and meaningful. One approach that links mathematics with existing culture and is familiar to students is ethnomathematics. In particular, in ethnomathematics exploration, there is the concept of rotation and dilation of the beaded motif, which is a unique craft of the Dayak Kenyah tribe, Pampang Village. There are concepts of rotation and dilation that have been found in the beaded motifs, representing that culture and mathematics also apply and can be related so that the ability of mathematical connections when receiving geometric transformation material increases. This is in line with Huda (2018) which links mathematical concepts to objects in the Yogyakarta Special Region market snacks, Besurek Bengkulu cloth motifs (Yanti & Haji, 2019), Dayak Kenyah traditional clothing (Edi, 2021) and Banyuwangi traditional house (Hariastuti, 2018).
In learning mathematics, contextual learning approaches are intensively applied.
In teaching mathematics, especially geometric transformations with motifs in beaded objects of traditional clothing, allow students can interpret the relationship between material and real life. In addition, this provides new insight for teachers that mathematical concepts taught at school can be integrated into a bead craft that is in the student's environment. This is in line with opinion from Lutvaidah (2015) that learning methods and approaches significantly influence students' mastery of mathematical concepts. Furthermore, contextual learning makes students more active in learning compared to conventional learning because the simulated problems match real life (Kadir, 2013). Through contextual learning, students can gain an understanding that can be applied to the real context of their daily lives.
We hope to see many uses of cultural objects such as beads with motifs representing mathematical concepts, especially geometric transformations. It is necessary to further explore surrounding objects that can represent the concept of geometric transformations in particular and generally other mathematical concepts to become more concrete.
Surrounding objects that are diverse and show the characteristics of each regional culture need to be exposed in ethnomathematics. With ethnomathematics, the abstract concept of transformation becomes easier to teach and understand to students.
This aligns with the results of research conducted by Hardiarti (2017) Ethnomathematics can link local wisdom culture to learning materials with the concept of school mathematics material. This is similar to what Silvia (2021) has done, that Dayak-style beads are teaching materials in preparing learning material. Therefore, contextual learning that places more emphasis on exploring cultural objects that can represent mathematical materials, especially geometric transformations, still has the potential to be developed and studied further so that it contributes to adding to the treasures of mathematics with local wisdom or the culture in which the student's environment is located.

CONCLUSION
When studying mathematics, many students consider mathematics to be a difficult subject because they see it as a close system that prioritizes standards of rigor, speed, and memory. There are various ways to employ ethnomathematics for understanding how . The purpose of this study was to explore the bead crafts of the Kenyah Dayak tribe through the motifs found and attributed to the concept of geometric transformations on rotation and dilatation. Crafts motifs had associated with mathematical objects related to geometric transformations, namely through rotations and related dilatation to bead crafts. Working on the motifs could develop mathematical creativity.