The Bridging Culture and Curriculum: Ethnomathematics in the Educational Landscape of Lampung Bridging Culture and Curriculum: Ethnomathematics in the Educational Landscape of Lampung

Abstract

Penelitian ini mengeksplorasi keterkaitan antara prinsip-prinsip matematika dan ekspresi budaya tradisional di Lampung, Indonesia, melalui pendekatan etnomatematika. Fokus penelitian ini tertuju pada artefak budaya yang bernilai tinggi, seperti kain tapis (tenun tradisional), rumah panggung, motif khas marga, tata ruang upacara adat, serta simbol ikonik seperti Siger. Hasil penelitian mengungkapkan bahwa konsep-konsep matematika seperti transformasi geometri, simetri, tesselasi, pengukuran, dan proporsionalitas secara mendalam tertanam dalam bentuk-bentuk budaya tersebut. Melalui pendekatan kualitatif etnografis yang melibatkan wawancara, observasi partisipatif, dan analisis artefak budaya, penelitian ini menangkap wawasan dari para praktisi dan pendidik lokal. Temuan penelitian menyoroti nilai edukatif dari pengintegrasian sistem pengetahuan lokal ke dalam pembelajaran matematika formal, sejalan dengan tujuan pendidikan nasional Indonesia dalam pengembangan karakter dan relevansi kontekstual. Dengan menghubungkan pengajaran matematika dengan warisan budaya lokal, penelitian ini memperkuat konsep pedagogi yang responsif terhadap budaya. Hal ini menekankan potensi peningkatan keterlibatan siswa, penguatan identitas budaya, dan pelestarian pengetahuan tradisional dalam konteks pendidikan kontemporer.

This study explores the intersection between mathematical principles and traditional cultural expressions in Lampung, Indonesia, through the lens of ethnomathematics. It focuses on culturally significant artifacts such as kain tapis (woven textiles), rumah panggung (stilted wooden houses), clan-specific motifs, ceremonial spatial arrangements, and iconic symbols like the Siger. The research reveals that mathematical ideas, including geometric transformation, symmetry, tessellation, measurement, and proportionality, are deeply embedded in these cultural forms. Through a qualitative ethnographic approach involving interviews, participant observation, and cultural artifact analysis, the study captures insights from local practitioners and educators. The findings highlight the educational value of incorporating indigenous knowledge systems into formal mathematics learning, supporting Indonesia’s broader educational goals of character development and contextual relevance. By linking mathematical instruction with local heritage, the study advances the concept of culturally responsive pedagogy. It emphasizes the potential to enhance student engagement, strengthen cultural identity, and preserve traditional knowledge within contemporary educational settings.