Ethnomathematics-based examination of logical reasoning and measurement within the sritanjung and sidapaksa legend for mathematics education

Alex Haris Fauzi; Marsida Aulia Rahma; Risma Nisa Insyiroh; Siti Nur Laili; Alfina Rizki

doi:10.32332/linear.v7i1.31-43

Authors

Alex Haris Fauzi Universitas Islam Ibrahimy Banyuwangi
Marsida Aulia Rahma Universitas Islam Ibrahimy Banyuwangi
Risma Nisa Insyiroh Universitas Islam Ibrahimy Banyuwangi
Siti Nur Laili Universitas Islam Ibrahimy Banyuwangi
Alfina Rizki Universitas Islam Ibrahimy Banyuwangi

DOI:

https://doi.org/10.32332/linear.v7i1.31-43

Keywords:

Contextual Learning, Ethnomathematics, Folklore, Logical Reasoning, Measurement

Abstract

This study is motivated by the need for contextual and culturally grounded mathematics learning, as well as the limited research exploring ethnomathematics through folklore, particularly the Sritanjung and Sidapaksa legend. This research aims to analyze elements of logical reasoning and quantitative measurement within the legend and to describe its potential as a source for contextual mathematics instruction. Employing a descriptive qualitative design with an ethnographic approach, data were collected through the documentation of narrative text and a literature review, and then analyzed through data reduction, classification, interpretation, and verification. The results indicate that the Sritanjung and Sidapaksa legend contains logical reasoning structures, such as cause–and–effect relations, implications, analogies, and moral reasoning. Measurement elements, on the other hand, appear in the description of Sidapaksa’s journey, which relates to distance, time, speed, and spatial representation through maps and scales. These findings demonstrate that folklore can serve as an effective source of ethnomathematics for contextualizing mathematical concepts while simultaneously strengthening cultural values and character development. This research contributes to the expansion of ethnomathematics studies based on oral literature, which previously focused more on physical cultural artifacts. The identified logical reasoning and quantitative measurement concepts are particularly relevant for junior secondary school (7^thand 8^th grade) mathematics learning.

References

Abi, A. M. (2017). Integrasi Etnomatematika Dalam Kurikulum Matematika Sekolah. JPMI (Jurnal Pendidikan Matematika Indonesia), 1(1), 1. https://doi.org/10.26737/jpmi.v1i1.75

D’Ambrosio, U. (2016). An Overview of the History of Ethnomathematics BT - Current and Future Perspectives of Ethnomathematics as a Program (M. Rosa, U. D’Ambrosio, D. C. Orey, L. Shirley, W. V Alangui, P. Palhares, & M. E. Gavarrete (eds.); pp. 5–10). Springer International Publishing. https://doi.org/10.1007/978-3-319-30120-4_2

Dewi, K. S., Hadi, M., & Wildaniati, Y. (2022). Pengembangan Lkpd Geometri Berbasis Etnomatematika Ditinjau Dari Kemampuan Berpikir Kritis. LINEAR: Journal of Mathematics Education, 3(1), 28. https://doi.org/10.32332/linear.v3i1.4816

Famella, A., Panggabean, E. M., & Harahap, T. H. (2025). Implementasi etnomatematika dalam pembelajaran matematika menggunakan budaya Jawa berbasis batik. Jurnal Pendidikan Matematika, 2(4), 11.

Finsensius Yesekiel Naja , Agustina Mei, S. S. (2023). JUPIKA : Jurnal Pendidikan Matematika Universitas Flores. Jurnal Pendidikan Matematika Universitas Flores, 6(2), 36–42.

Handayani, S. D., Irawan, A., Febriyanti, C., Kencanawaty, G., Studi, P., & Informatika, T. (2022). Mewujudan Pelajar Pancasila Dengan. Ilma, 1(1), 76–81.

Hariyono. (2006). A Banyuwangi Cultural Dialogue. Dewan Kesenian Blambangan.

Ishtiaq, M. (2019). Book Review Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage. English Language Teaching, 12(5), 40. https://doi.org/10.5539/elt.v12n5p40

James, D. (1994). Folklor Indonesia Ilmu, Gosip, Dongeng, dan lain-lain. Jakarta: Pustaka Utama Garfiti.

Kusumawati, I. T., Soebagyo, J., & Nuriadin, I. (2022). Studi Kepustakaan Kemampuan Berpikir Kritis Dengan Penerapan Model PBL Pada Pendekatan Teori Konstruktivisme. JURNAL MathEdu, 5(1), 13–18.

Lestari, F., & Asyhara, S. A. (2024). Rumah adat keraton tanjung raya belitang : eksplorasi etnomatematika Traditional house of the Tanjung Raya Belitang palace : ethnomathematics exploration. 5(2).

Mahanum, M. (2021). Tinjauan Kepustakaan. ALACRITY : Journal of Education, 1(2), 1–12. https://doi.org/10.52121/alacrity.v1i2.20

Mailani, E., Rarastika, N., Saragih, H. A., Butar, G. J. P. B., Syahnin, W. N., & Tarigan, O. G. (2024). Pendekatan Etnomatematika untuk Pembelajaran Kontekstual di Sekolah Dasar pada Eksplorasi Jenis-Jenis Kurva dalam Ornamen Tradisional Ukiran Gorga Batak. Jurnal Teknologi Pendidikan Dan Pembelajaran| E-ISSN: 3026-6629, 2(2), 656–660.

Mashuri Anwas. (2025). Hubungan Antara Kemampuan Penalaran Logis dan Penyelesaian Masalah Matematika Dasar pada Mahasiswa. Jurnal Jendela Pendidikan, 5(02), 399–405.

Nuzulah, A., & Septiyana Wieka. (2025). Pembelajaran Matematika Realistik Berbasis Etnomatematika Tenun Suku Baduy pada Materi Pola Bilangan. Jurnal Pengabdian Masyarakat Dan Riset Pendidikan, 3(3), 176–185. https://doi.org/10.31004/jerkin.v3i3.375

Purbaningrum, M., Ramadhan, S., & Thauzahra, R. (2023). Why is math difficult?: Beliefs that affecting students’ mathematics skills. Jurnal Paedagogy, 10(4), 1000–1009.

Puspadewi, K. R., & Putra, I. G. N. N. (2014). Etnomatematika di Balik Kerajinan Anyaman Bali. Jurnal Matematika, 4(2), 80–89.

Puspadewi, K. R., & Wulandari, I. G. A. P. A. (2018). Analisis etnomatematika jejahitan Bali dalam pembelajaran bangun datar. Jurnal Bakti Saraswatiurnal Bakti Saraswati, 07(02), 145–156.

Putranto, S., & Ratnasari, G. I. (2022). Why i am confused to apply mathematics concept: student perspective of mathematics role in life. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(1), 538–549.

Ritonga, A. S., & Muhandhis, I. (2021). Teknik Data Mining Untuk Mengklasifikasikan Data Ulasan Destinasi Wisata Menggunakan Reduksi Data Principal Component Analysis (Pca). Edutic - Scientific Journal of Informatics Education, 7(2). https://doi.org/10.21107/edutic.v7i2.9247

Rohviana, B. A., Habib, M., & Pardi, H. (2024). Etnomatematika Pada Budaya Sasak di Rumah Adat Bale Tani Desa Rembitan Sebagai Sumber Belajar Matematika. Teaching and Learning Journal of Mandalika, 5(2), 197–207.

Rosa, M., & Orey, D. (2011). Ethnomathematics: the cultural aspects of mathematics. Revista Latinoamericana de Etnomatemática, 4(2), 32–54. http://www.revista.etnomatematica.org/index.php/RLE/article/view/32

Rosidi, M. I., & Fitroh, I. (2020). Nilai-Nilai Karakter dalam Cerita Rakyat Banyuwangi Serta Relevansinya Terhadap Pembelajaran Sejarah. HISTORIA: Jurnal Program Studi Pendidikan Sejarah, 8(2), 95. https://doi.org/10.24127/hj.v8i2.2924

Sa’adah, M., Rahmayati, G. T., & Prasetiyo, Y. C. (2020). Strategi Dalam Menjaga Keabsahan Data Pada Penelitian Kualitatif. Jurnal Al ‘Adad: Jurnal Tadris Matematika, 1(2), 61–62. https://e-journal.iainptk.ac.id/index.php/al-adad/article/download/1113/408%0Ahttps://e-journal.iainptk.ac.id/index.php/al-adad/article/view/1113

Siregar, A. R., Pakpahan, A. F. H., Siregar, E. B., Giawa, F., Siregar, J. M., Ramadhani, N., Matondang, N. H., Karo, N. H. B., Simarmata, P. S. B., & Hasibuan, R. P. (2024). Etnomatematika sebagai sarana penguatan budaya lokal melalui kurikulum merdeka belajar. Prosiding Mahasaraswati Seminar Nasional Pendidikan Matematika, 3(1), 44–57.

Udani, K. S. N. (2025). Menyelaraskan Logika Dan Etika : Filsafat Pendidikan Dalam Kurikulum Merdeka. Jurnal Pendidikan Matematika Undiksha, 16(1), 1–10. https://doi.org/10.23887/jjpm.v16i1.89170%0Ahttps://ejournal.undiksha.ac.id/index.php/JJPM/article/download/89170/34868

Umbara, U., Prabawanto, S., & Anwar, A. S. (2025). Ethnomathematics study: The use of modulo concept in Kampung Naga. Infinity Journal, 14(2), 513–530.