Ethnomathematics-based scaffolding: an innovation in classroom mathematics learning
DOI:
https://doi.org/10.21831/jrpm.v13i1.81141Keywords:
Scaffolding, Ethnomathematics, Mathematics Learning, Truncated PyramidAbstract
Difficulties in learning mathematics are commonly attributed to the gap between school mathematics and students’ lived experiences. Therefore, instruction should begin from contexts that are meaningful and familiar to students. Ethnomathematics, grounded in cultural practices, can serve as an alternative form of scaffolding to support students in overcoming learning difficulties. This study aims to examine the role of ethnomathematics as pedagogical scaffolding within students’ Zone of Proximal Development in geometry learning among eighth-grade students located in South Nias Regency, involving 28 participants. Using a qualitative descriptive approach, this study analysed classroom interactions, student interviews, and teacher reflections during instruction that integrated the stone-jumping tradition (Hombo Batu) as a context for learning truncated pyramids. Data were analysed thematically to explore how instructional support mediated students’ transition from informal understanding to formal geometric reasoning. The findings indicate a process-oriented learning pattern, in which cultural familiarity serves as an entry point that promotes student engagement. Guided questioning and visualisation function as key scaffolding mechanisms that facilitate conceptual bridging within the ZPD. As instructional support is gradually reduced, students demonstrate increased autonomy, supported by peer interaction. This process reflects gradual abstraction, suggesting that ethnomathematics can be understood as a mediational pathway in culturally responsive mathematics learning.
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Vygotsky, L. S. (1978). Mind and Society: The Development of Higher Psychological Processes. University of Texas Press Slavic Series, 1.
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Yulistiyani, D. R., Nuraida, I., & Zakiah, N. E. (2023). Pemanfaatan Etnomatematika Kerajinan Anyaman Pandan Rajapolah dalam Pembelajaran Matematika. J-KIP (Jurnal Keguruan Dan Ilmu Pendidikan), 4(2). https://doi.org/10.25157/j-kip.v4i2.9045
Asnawi, K. U., Konghoiro, I., Kartasasmita, S., Subroto, U., Pautina, A. R., Nor Shafrin, A., Ibad, I. D. I., Ratu, B., Literate, S., Indonesia, J. I., Fathadhika, S., Afriani, -, & Widuri, E. L. (2018). Aplikasi Teori Gestalt Dalam Mengatasi Kesulitan Belajar Pada Anak. Universitas Negeri Yogyakarta, 3(1).
Bishop, A. J. (1988). Mathematical Enculturation. In Mathematical Enculturation. https://doi.org/10.1007/978-94-009-2657-8
Bito, G. S. (2018). Pemanfaatan Kontribusi Siswa Sebagai Alat Transisi Menuju Pemahaman Konsep Operasi Pecahan. Refleksi Edukatika : Jurnal Ilmiah Kependidikan, 9(1). https://doi.org/10.24176/re.v9i1.2813
Chairani, Z. (2015). Scaffolding dalam pembelajaran matematika. Math Didactic: Jurnal Pendidikan Matematika, 1(1). https://doi.org/10.33654/math.v1i1.93
Cobb, P., Gravemeijer, K., Yackel, E., McClain, K., & Whitenack, J. (2021). Mathematizing and Symbolizing: The Emergence of Chains of Signification in One First-Grade Classroom. In Situated Cognition. https://doi.org/10.4324/9781003064121-8
D’Ambrosio, U. (1985). Ethnomathematics and Its Place in the History and Pedagogy of Mathematics. For the Learning of Mathematics, 5(February 1985).
Dwidarti, U., Mampouw, H. L., & Setyadi, D. (2019). Analisis Kesulitan Siswa dalam Menyelesaikan Soal Cerita pada Materi Himpunan. Jurnal Cendekia : Jurnal Pendidikan Matematika, 3(2). https://doi.org/10.31004/cendekia.v3i2.110
Fisher, W. H. (1992). Book Reviews : Etnomatemática, by Ubiratan D’Ambrosio. São Paulo, Brazil: Editora Atica, 1990, 88 pp. No price. Science, Technology, & Human Values, 17(4). https://doi.org/10.1177/016224399201700408
Hasan, B. (2015). Penggunaan Scaffolding Untuk Mengatasi Kesulitan Menyelesaikan Masalah Matematika. APOTEMA : Jurnal Program Studi Pendidikan Matematika, 1(1). https://doi.org/10.31597/ja.v1i1.169
Kusmaryono, I., & Wijayanti, D. (2020). Tinjauan Sistematis: Strategis Scaffolding Pada Pembelajaran Matematika. Phenomenon : Jurnal Pendidikan MIPA, 10(1). https://doi.org/10.21580/phen.2020.10.1.6114
Meyundasari, M. D., Gustina, R., Hastuti, I. D., & ... (2023). Pembelajaran Matematika Berbasis Etnomatematika dengan Konteks Rumah Adat Istana dalam Loka di Kota Sumbawa. Seminar Nasional …, 3, 129–139. https://journal.ummat.ac.id/index.php/fkip/article/view/16391
Purba, J. E. L., Nababan, G., & Aji, K. A. (2021). Mengukur Keterlibatan Siswa Dalam Pembelajaran Online Siswa Kelas Vii Di Sekolah ABC Pada Pembelajaran Matematika. Jurnal Magister Pendidikan Matematika (JUMADIKA), 3(2). https://doi.org/10.30598/jumadikavol3iss2year2021page100-109
Rachmawati, I. (2019). Penggunaan Teknik Scaffolding Pada Pembelajaran Matematika Untuk Meningkatkan Kemampuan Pemahaman Matematik Pada Siswa SMP. Jurnal Equation: Teori Dan Penelitian Pendidikan Matematika, 2(2). https://doi.org/10.29300/equation.v2i2.2314
Richardo, R. (2020a). Pembelajaran Matematika Melalui Konteks Islam Nusantara: Sebuah Kajian Etnomatematika di Indonesia. Jurnal Pendidikan Matematika (Kudus), 3(1), 86. https://doi.org/10.21043/jpm.v3i1.6998
Richardo, R. (2020b). Pembelajaran Matematika Melalui Konteks Islam Nusantara: Sebuah Kajian Etnomatematika di Indonesia. Jurnal Pendidikan Matematika (Kudus), 3(1), 86. https://doi.org/10.21043/jpm.v3i1.6998
Ridder, H. G., Miles, M. B., Michael Huberman, A., & Saldaña, J. (2014). Qualitative data analysis. A methods sourcebook. Zeitschrift Fur Personalforschung, 28(4).
Sfard, A. (2008). Introduction to Thinking as communicating. The Mathematics Enthusiast, 5(2–3). https://doi.org/10.54870/1551-3440.1121
Sirate, F. S. (2012). Implementasi etnomatematika dalam pembelajaran matematika pada jenjang pendidikan sekolah dasar. Lentera Pendidikan: Jurnal Ilmu Tarbiyah Dan …. http://journal.uin-alauddin.ac.id/index.php/lentera_pendidikan/article/view/1610
Spradley, P., & Huberman, M. (2024). Kajian Teoritis tentang Teknik Analisis Data dalam Penelitian Kualitatif. Journal of Management, Accounting and Administration, 1(2).
Supriadi, S. (2022). Elementary School Students Reflection: Didactical Design Analysis on Integer and Fraction Operations on Mathematical Concepts with Sundanese Ethnomathematics Learning. In Pegem Egitim ve Ogretim Dergisi (Vol. 12, Issue 4, pp. 192–199). https://doi.org/10.47750/pegegog.12.04.19
van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. In Educational Psychology Review (Vol. 22, Issue 3). https://doi.org/10.1007/s10648-010-9127-6
Vygotsky, L. S. (1978). Mind and Society: The Development of Higher Psychological Processes. University of Texas Press Slavic Series, 1.
Webb, N. M. (2009). The teacher’s role in promoting collaborative dialogue in the classroom. In British Journal of Educational Psychology (Vol. 79, Issue 1). https://doi.org/10.1348/000709908X380772
Yulistiyani, D. R., Nuraida, I., & Zakiah, N. E. (2023). Pemanfaatan Etnomatematika Kerajinan Anyaman Pandan Rajapolah dalam Pembelajaran Matematika. J-KIP (Jurnal Keguruan Dan Ilmu Pendidikan), 4(2). https://doi.org/10.25157/j-kip.v4i2.9045
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