Journal of Pedagogical Research
Journal of Pedagogical Research
Journal of Pedagogical Research
Research Article
Integrating cultural artifacts and tradition from
remote regions in developing mathematics lesson
plans to enhance mathematical literacy
Heru Kurniawan 1, Riawan Yudi Purwoko 2 and Dafid Slamet Setiana 3 1
This research focuses on prospective teachers who are a group that has a key role in teaching mathematics
to future generations. A qualitative approach with an ethnographic design is used to understand and
explain the culture and social life of a region by relating its role as a learning resource to developing local
culture-based mathematics learning plans. This research method involves collecting data through
observation, interviews, and analysis of cultural artifacts. We integrate these cultural elements into
mathematics instructional planning. The results of this research show that through exploring local culture,
it can be used as a reference for developing learning plans to increase mathematical literacy. Cultural
studies as a learning resource are not only for instilling concepts but beyond that, they can be used to
develop students' problem solving and critical thinking skills. This research underscores the importance of
innovative approaches in mathematics teaching that utilize local cultural assets. The integration of cultural
artifacts not only improves mathematical literacy, but also promotes the preservation of cultural heritage.
The results of this research can be a guide for educational institutions and teachers in developing
mathematics learning strategies that are more contextual and meaningful.
Keywords: Cultural artifacts; Tradition; Remote region; Lesson plan; Mathematical literacy
Article History: Submitted 2 August 2023; Revised 13 October 2023; Published online 11 December 2023
1. Introduction
Many countries now recognize the importance of providing diverse skills to their young people,
with a particular focus on literacy skills as a global issue in student competency (Jailani et al.,
2020). This is in line with the increasing emphasis on understanding the importance of
mathematical literacy in real life by students from all over the world (Bolstad, 2023). In particular,
mathematical literacy emphasizes the ability to formulate problems, apply mathematical concepts,
and interpret mathematical results in various contexts, so providing abundant experience in
completing real-world tasks in mathematics classes is essential in developing these capacities
(Hwang & Ham, 2021). Improving students' mathematical literacy skills can be achieved by
providing experience in dealing with and exploring mathematics in real-world contexts, including
personal, social, work and cultural situations. Thus, literacy in mathematics learning is very
Heru Kurniawan, PhD, Muhammadiyah University of Purworejo, Jalan KH. Ahmad Dahlan 3, Purworejo, Jawa Tengah, Indonesia.
herukurniawan@umpwr.ac.id
How to cite: Kurniawan, H., Purwoko, R. Y., & Kurniawan, H. (2024). Integrating cultural artifacts and tradition from remote regions
in developing mathematics lesson plans to enhance mathematical literacy. Journal of Pedagogical Research, 8(1), 61-74.
https://doi.org/10.33902/JPR.202423016
H. Kurniawan et al. / Journal of Pedagogical Research, 8(1), 61-74 62
important in the current era, for reasons involving technological advances, job demands, and a
deeper understanding of an increasingly complex world.
The importance of developing contextual and meaningful mathematics learning is not only
limited to understanding mathematical concepts, but also includes the application of mathematics
in everyday life, developing thinking skills, and preparation for a more successful future in
various fields. Contextualization in mathematics education improves learning outcomes by
connecting abstract concepts with real life problems, fostering understanding, motivation,
increasing relevance and practicality of mathematics thereby enabling students to apply
knowledge in meaningful ways, improving problem solving skills and encouraging critical
thinking (Hoogland et al., 2018). Contextual integration practices in mathematics learning, using
authentic materials, can accelerate the learning process. This approach makes mathematical
concepts more relevant to students' daily experiences, enabling them to better understand and
apply these concepts in authentic tasks. As a result, students become more motivated and develop
a stronger personal connection with the subject matter (Çakıroğlu et al., 2023). One of the authentic
materials related to students' daily lives is culture. The integration of culture with mathematics has
a significant impact on the teaching and learning process because mathematics can be viewed as a
cultural phenomenon, thereby helping to develop a broad understanding of mathematics as a
cultural product and deepen understanding of the cultural values of mathematics (Zhang & Seah,
2021). However, cultural integration in mathematics learning still provides its own challenges for
teachers.
Integration between culture and mathematics is very possible because mathematics was born
from a series of historical human cultures and civilizations (Grattan-Guinness, 2004). One effort to
introduce culture and mathematics simultaneously can be done by integrating culture and
mathematics learning, which is often called ethnomathematics (Verner et al., 2019). Specifically,
ethnomathematics is mathematics learning that connects mathematical concepts with the culture
and mathematical practices of a particular cultural group (Sebsibe et al., 2023). Various literature
notes that ethnomathematics was first introduced by D'Ambrosio and until now has developed in
Indonesia into an approach that links Indonesian cultural symbols with mathematical concepts.
Thus, the application of ethnomathematics is very open for use in mathematics learning.
Numerous ethnomathematics studies have been conducted. While some research related to
investigating geometric ornaments and developing competency in teaching geometry in a cultural
context through analysis activities and posing geometric problems related to it (Verner et al., 2019),
others focused on ethnomathematics learning challenges oriented to local culture for students who
experience difficulties in geometric construction (Verner et al., 2013), the use of real-world
situations in the context of students' culture used in learning scenarios to increase students' sense
of connectedness to the material (Sumirattana et al., 2017), the use of joint interrogation
methodology towards various cultural perspectives as approaches to implementing different
educational practices (Adam, 2010). Additionally, other topics include research on teachers' views
on the importance of incorporating cultural experiences and students' daily lives into geometry
teaching (Sunzuma & Maharaj, 2021), exploring the mathematical practices of the Cigugur
indigenous people in Indonesia, especially related to with their habits in determining the best time
to start house building activities (Umbara et al., 2021), ethnomathematical exploration of the
traditional game of marbles (Akintunde et al., 2019), development of interactive multimedia
learning media for traditional cooking utensils (Faqih et al., 2021). This research study takes a
different cultural context from previous studies. Current study is devoted to the use of artifacts
and traditions in remote areas, especially in Purworejo Regency, Central Java. Remote areas were
chosen because they usually have limitations in providing learning resources, especially
information technology-based (Dubey & Pandey, 2020). With these limitations, there is significant
potential to use local artifacts and culture as a source of study for residents or students.
In principle, every region has cultural diversity, including even areas that are considered
remote. Educational challenges in remote areas include limited resources and infrastructure,
H. Kurniawan et al. / Journal of Pedagogical Research, 8(1), 61-74 63
teacher shortages and qualifications, student achievement gaps, linguistic diversity, lack of policy
implementation, coverage, and quality of education, and limited leadership development (Ledger
et al., 2021). Managing and developing schools in remote areas is a difficult and challenging task
due to demographic challenges, infrastructure limitations, and economic conditions that hinder
children from receiving proper educational services, resulting in low motivation for learnin
(Juharyanto et al., 2020). However, this does not mean that improving the quality of learning
cannot be done in remote areas. This condition actually provides a great opportunity to provide
education by optimizing regional potential. Community-based professional development,
increasing teacher knowledge about active student learning, and reducing dependence on external
resources can contribute to improving the quality of learning in remote areas in Indonesia
(Harjanto et al., 2018). This solution can be answered by linking local culture to mathematical
content. Linking cultural content will increase community participation, encourage children to
learn actively with contextual material in their blood, and be an answer to the lack of learning
facilities in the area. Therefore, local artifacts and culture have significant potential to address the
challenge of enhancing the quality of education in remote regions. The problem here is how to
integrate cultural context with mathematics learning. This is in line with the view that careful
reflection is needed regarding appropriate ways to develop mathematical literacy in schools and
appropriate ways to integrate contextual issues (local culture) into mathematics teaching (Kolar &
Hodnik, 2021).
Cultural integration in mathematics learning, as in previous studies, has been widely carried
out but has not been widely practiced in classrooms. This occurs due to a lack of understanding of
how to integrate this culture into the learning process. Referring to several things above, it is worth
asking about the important role of teachers or prospective teachers in developing learning plans
based on local culture in remote areas to increase students' mathematical literacy. Understanding
the cultural context will enable teachers to be able to develop learning materials that integrate
cultural elements, such as folklore, traditions or local practices, traditional games or local artifacts
into mathematics learning. Of course it would be interesting to see how this planning can help
students feel connected to mathematical examples that are relevant to everyday life in these remote
areas. Thus, not only does it increase their mathematical literacy, but students also feel that
mathematics has strong relevance to their lives in these remote areas. Based on this idea, the
question is asked, how can the integration of cultural artifacts from remote areas in preparing
mathematics learning plans increase mathematical literacy in student teachers?
2. Method
2.1. Research Design
A qualitative approach was chosen because it aligns with the objectives of this research, which
aims to investigate the knowledge of prospective teachers in designing mathematics lesson plans
based on local artifacts and culture in remote areas. Prospective mathematics teachers need to
receive training to be able to identify and explore local wisdom that can be integrated into learning
design. Apart from that, this research practice also involves accompanying teachers, so that local
wisdom in the form of local artifacts and traditions can be discovered more optimally. This allows
the learning plans created to be immediately implemented in the classroom learning process. Thus,
this approach not only enhances the role of prospective teachers, but also ensures that local
resources are utilized effectively in the learning context.
2.2. Research Subject
In this research, two local residents who are respected as cultural figures and local traditional
figures were involved to provide philosophical views regarding local cultural artifacts and
traditions which will be explored as a basis for developing learning plans. In addition, in
accordance with the research objectives, we also involved prospective mathematics teachers and
accompanying teachers who played an important role in the learning plan development process. It
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is important to note that this research has received permission from local authorities in Bagelen
and Kaligesing Districts, Purworejo Regency, Central Java, Indonesia.
2.3. Data Collection
Exploration of local wisdom is carried out through observations and interviews with indigenous
communities as the main source of information. In particular, views are taken from individuals
who are considered cultural figures and traditional leaders, with the aim of exploring traditional
knowledge that can be used as a basis for designing learning. The data collected will be used in
designing a Mathematics Learning Plan.
Data was collected from indigenous communities who live in Bagelen and Kaligesing Districts,
Purworejo Regency, Central Java, Indonesia. This area is located in the highlands and has many
historical remains dating back to the Java War (1825-1830). The artifacts found and used in this
study are the house of WR Supratman (composer of the song Indonesia Raya, the national song of
the Republic of Indonesia), the Santren Bagelen mosque (built in 1631 with traditional Javanese
architecture), and the Jolenan Somongari Tradition in Kaligesing District (a tradition of expressing
gratitude on agricultural products).
In the data collection process, a series of observation and interview activities were carried out
which focused on identifying and documenting artifacts and the community's daily activities. We
made observations by observing and taking photos of relevant artifacts as a form of
documentation. Simultaneously, we observe the daily activities conducted by the residents.
Interviews were conducted to understand more deeply about the activities and objects used by
residents. Each interview session lasts approximately 30 minutes and is conducted daily for seven
consecutive days.
In an effort to ensure the quality and accuracy of the data collected, data collection also
involved prospective mathematics teachers and accompanying teachers as research assistants.
They play a role in documenting interviews and observed activities, as well as taking photos and
measuring artifacts that are the focus of research. The knowledge they gain during this process is
not only used to develop mathematics learning plans, but also becomes an important ingredient in
the learning design that is designed. With this collaboration, to ensure that the data collected truly
describes local wisdom that will be used in the context of mathematics education.
2.4. Data Analysis
Qualitative procedures are employed in data analysis to generate mathematical interpretations and
values within the context of local wisdom. This analysis is also closely related to the concept of the
relationship between local artifacts and mathematics curriculum content. The results of this
analysis form the basis for developing relevant mathematics lesson plans. Prospective teachers
actively participated in the data analysis process, engaging in discussions related to indigenous
artifacts and their connection to mathematical concepts, as well as contributing to the design of
lesson plans. In other words, this data analysis is a collaboration involving indigenous
communities in developing mathematics education that is appropriate to the local context.
3. Results
3.1. Artifacts and Cultural Traditions of Remote Areas linked to Mathematics
Increasing mathematical literacy is carried out through ethnomathematics studies by exploring
local artifacts and traditions that are integrated into mathematics learning. Identification of
artifacts and local wisdom traditions is explored with the help of local traditional leaders.
Sequentially, exploration was carried out on WR Supratman's birthplace (in the areas of
Trembeleng, Somongari, Kaligesing, Purworejo, Central Java), the Bagelen Islamic Boarding School
Mosque, and the Jolenan Somongari Tradition. The mathematical content that you want to explore
is geometry.
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The house where WR Supratman was born is dominated by the appearance of wooden planks
on the walls, doors and windows. The roof uses clay tiles with typical Javanese architecture
(limasan). According to local figures, based on the results of interviews in Javanese, it is explained:
Sanajan wis ana pemugaran, omah iki tetep njaga wujud asline awujud limasan kanthi lantai sing isih
digawe saka lempung. Omah sederhana sanga meter persegi iki kaperang dadi telung perangan, yaiku
senthong (kamar) ukurane 3 x 7 meter papan lair Wage cilik, ruang tamu lan pawon (dapur) [Even though
restoration has been carried out, this house still maintains its original form in the form of a five-
story building with floors still made of clay. This simple house covering an area of nine square
meters is divided into three parts, namely senthong (room) measuring 3 × 7 meters where little
WR Supratman was born, living room and kitche].
Mathematical literacy skills in the exploration activities of WR Supratman's house include the
ability to analyze traditional house artifacts that reflect geometric aspects. Identification of
geometric elements in the artifact, such as patterns, shapes, and structures. Observations were
made on each side of the house which highlighted geometric aspects. An exploration of the
geometry of a traditional house on the outer wall is shown in Figure 1. On the wall, sections
appear that display geometric shapes such as rectangles, squares, and trapezoids. In this way,
traditional house construction can be linked to geometric concepts.
Figure 1
WR Supratman house geometry literacy on the outer side walls
Further exploration of the front side of the house can also identify geometric shapes on the front
wall and the shape of the roof which are shown in Figure 2. The front wall displays a
predominantly rectangular shape, and the roof displays a trapezoidal shape. Further exploration
shows that the shape of the roof of the house also shows a triangular pyramid shape.
Figure 2
WR Supratman house geometry literacy on the front of the house
Improving mathematical literacy skills can be done by identifying the shape of local artifacts
whose structure corresponds to geometric concepts. The relationship between WR Supratman
artifacts and geometric studies for mathematics learning is shown in Table 1. In the learning
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process, geometric concepts can be introduced with house artifacts displayed on the wall structure
and roof of the house. Furthermore, learning can be further developed for problem solving
activities, including: 1) calculating the area or perimeter of walls, 2) calculating the area of the roof,
3) calculating the number of roof tiles needed, 4) enriching critical thinking by evaluating whether
the information from the resource person is relevant. the area of the house is true or not. In this
way, the mathematical literacy process of geometric shapes from WR Supratman's house can be
developed further into the concepts of flat area and arithmetic. Apart from that, it can also
encourage critical thinking.
Table 1
Artifacts structure, form, and mathematical materials from WR Supratman's house
No Artifacts structure Mathematical Form Mathematical Materials
1 Wall Trapezoid, rectangle, a. Quadrilateral concept
square b. Math problems
c. Area and perimeter problems
2 Roof Trapezoid a. Quadrilateral concept
b. Math problems
c. Area and perimeter problems
3 Roof Triangular prism a. Three-dimensional space concept
b. Math problems
c. Volume and surface area problems
4 Floor Rectangle a. Quadrilateral concept
b. Math problems
c. Area and perimeter problems
d. Arithmatics
Mathematical literacy is then displayed in cultural artifacts in the form of the SANTREN
mosque in Bagelen Purworejo District. This mosque is included as a Cultural Heritage because it is
very old (built in 1631). According to figures there, this mosque was architected by Kasan
Muhammad Shuufi, as a messenger from the wife of the King of Mataram, Sultan Agung (1613-
1645). The mosque was dedicated to Kiai Baidowi for his services in helping Mataram fight the
Dutch. Presentation of traditional figures in Javanese: “Masjid Santren Bagelen iku digawe nganggo
“arsitektur” carane tradisional Jawa, yaiku wangunan omah kang awujud empyak tajuk tumpuk siji
Manawa kayune padha karo kang ono ing Masjid Menara Kudus lan mesjid Kajoran Klaten, mula bisa
dikira Manawa wangunan kabeh saka jaman kang bebarengan“ [The Bagelen SANTREN Mosque was
built using traditional Javanese "architecture", namely building houses in the form of stacked
roofs].
Exploration of geometric shapes was carried out on the front of the mosque as shown in Figure
3. The notable feature of the Santren Mosque is the shape of the roof with a 3-level or layered
structure. This is a characteristic of Islamic-style buildings that are still strong in Hindu culture.
The three levels of the roof are interpreted as Iman, Islam and Ihsan as the pillars of the Islamic
religion. The roofs on the first and second levels are trapezoidal, and the third level is triangular.
On the outer wall there is a large window which is a flat, rectangular shape with curved sides.
The literacy of geometric shapes in this mosque building is not much different from that found
in WR Supratman's house. The striking difference is the flat rectangular shape with one curved
side which is found in the front window of the SANTREN mosque. This shape can enrich students'
geometric literacy that geometric shapes do not only have straight sides but can also have curved
sides. A flat shape with curved sides can be seen as a combination of a square and a semicircle
whose diameter is the same as the side of the square.
The presentation of literacy on geometric shapes at “SANTREN mosques” in mathematics
learning is shown in Table 3. As a form of enrichment, learning can also be designed to include: 1)
calculating the area or perimeter of walls, 2) calculating the area of the roof, 3) calculating the
number of roof tiles needed, 4) Calculate the ratio of tile area at each roof level. In this way, the
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process of mathematizing the geometric shapes of Islamic boarding school mosques can be
developed further in the concepts of area, congruence, and arithmetic. Apart from that, it can also
encourage problem solving activities.
Figure 3
Geometric Literacy of "SANTREN Mosque" on the Front
Table 2
Artifact Structure, form, and mathematical material from the bagelen santren mosque
No Artifacts structure Mathematical Form Mathematical Materials
1 Windows Curved-sided a. Curved-sided Quadrilateral
quadrilateral b. Math problems
c. Area and perimeter problems
2 Roof Triangle, Trapezoid a. Quadrilateral concept
b. Math problems
c. Area and perimeter problems
d. Arithmatics
Figure 4
Geomeric Literacy in the Jolenan Somongari Tradition
Table 3
Artifacts structure, form, and mathematical materials from Jolenan somongari tradition
No Artifacts structure Mathematical Form Mathematical Materials
1 Jolen Square Pyramids a. Three-dimensional space concept
b. Math problems
c. Volume and surface area problems
3.2. Developing Learning Plans based on Cultural Artifacts and Traditions in Remote Areas
The results of cultural studies at WR Supratman's house, the Santren Mosque, and Jolenan
Somongari can be used to improve students' mathematical literacy, especially in the introduction
of geometric shapes. Indirectly, ethnomathematics studies on traditional artifacts and community
traditions can be used as a learning resource. The context of authentic material contained in local
cultural artifacts and traditions has great potential to be developed into interesting, fun and
meaningful mathematics learning activities. This learning plan is prepared jointly between
prospective teachers and accompanying teachers.
Preparation of learning plans that are aligned with the syllabus, learning objectives and
specified learning achievement indicators. This is done with the aim that the learning plan can be
implemented in learning according to the current curriculum. The learning objectives to be
achieved are: 1) Understand basic geometric concepts, 2) Apply basic geometric concepts in
everyday life, and 3) Develop geometric problem solving abilities. This learning plan is prepared
by looking at the components of the type of artifact, the material that can be taught, the
mathematical activities contained therein, as well as the learning activities that can be
implemented in the classroom.
In Table 4, the achievement of learning objectives to introduce basic geometric concepts was
carried out through artifact exploration activities. Student learning activities are carried out by
exploring artifacts and looking for geometric representations that appear from each of these
cultural heritages. Students will create geometric representations, whether squares, rectangles,
trapezoids, or triangles from the views they find. In this way, students not only get to know
rectangular areas abstractly but also get to know them in the cultural context they encounter.
Students are also encouraged to make presentations to get feedback on the results of their
exploration as well as to inform the results of their observations.
In Table 5, students explore the size of the walls, floor, and building structures of the specified
artifacts. This activity can encourage students to involve geometric concepts in the context of
everyday life. Activities can be developed to determine the size of the roof, floor, area of each room
Table 4
Lesson Plan for learning objectives: understand the basic concepts of geometry
No Artifacts Materials Mathematical Activities Student’s Learning Activities
1 WR Supratman’s Quadrilateral Exploration of contextual problems from WR Students observed and explored WR
house Supratman's house Supratman's house, both walls and roof. It is
also possible for students to talk about the
history of the house.
Identify the geometric shapes in the house, Students (both individuals and groups)
both on the walls and roof of the house identify and group geometric shapes that
appear on the walls and roofs of houses.
Geometric representation Students create a geometric representation of
the appearance of the explored artifact and
present it.
2 Santren Mosque Quadrilateral and Exploration of contextual problems from Students observed and explored Santren
Curved-sided Santren Mosque Mosque. It is also possible for students to talk
quadrilateral about the history of the mosque.
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Identify the geometric shapes in the mosque: Students (both individuals and groups)
the front walls and roof identify and group geometric shapes that
appear on the walls and roofs of houses.
Geometric representation Students create a geometric representation of
the appearance of the artifact being explored
and present it
69
Table 5
Lesson Plan for learning objectives: Apply basic geometric concepts in everyday life
No Artifacts Materials Mathematical Activities Student’s Learning Activities
1 WR Supratman’s Quadrilateral Solve the problem of calculating the area of Students make measurements or estimates
house one side of the house wall regarding the area of one of the walls of the
house by determining the size of the sides of
the wall or estimating it by adding up all the
geometric shapes on the walls of the house.
Calculate the area of the house Students determine the size of the house and
calculate the perimeter and area based on the
dimensions they have obtained
2 Santren Mosque Curved-sided Determine the perimeter of the window Students identify the shape of the mosque
quadrilateral window (a rectangular, curved side). Students
determine the size of the rectangular side and
the diameter of the curved side. Students
create an equation to measure the
circumference of all windows
3 Jolen Somongari Pyramid Square Calculate volume and surface area Students determine the dimensions of the base,
hypotenuse, and height of Jolen. Students
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and others. In the Jolen tradition, students can determine the size of the Jolen to calculate its
volume and surface area. In these activities, students are exposed to everyday contexts that
incorporate mathematical concepts.
Table 6 shows problem-solving learning activities that involve cultural artifacts and traditions
so that they become more contextual and relevant. This activity allows students to experience how
mathematics is closely linked to their cultural realities. For example, using house roof artifacts,
students are invited to solve geometry problems along with arithmetic, namely calculating the
costs incurred to buy roof tiles. Apart from that, students are also encouraged to determine the
sequence pattern of Ledre and Binggel. These activities can directly encourage creativity, critical
thinking, and a deeper understanding of mathematical concepts while respecting the richness of
their own culture.
Table 6
Lesson Plan for learning objectives: Develop geometric problem solving abilities
No Artifacts Mathematical Activities Student’s Learning Activities
1 WR Make an estimate of the number Students determine the geometric shape of the
Supratman’s of tiles to cover the roof of the roof of the house. Students determine the size
house house of each side of the flat shape that forms the
roof of the house. Students determine the area
of 1 tile. Students estimate the number of tiles
needed by dividing the roof area by the area of
1 tile. This activity can be enriched by
determining the total price required if the
price of 1 tile is known.
Critical thinking Students compare the land area information
on the house according to the resource
information by determining the actual size of
the house.
2 Jolen Number sequences Determine the number sequence pattern
Somongari formed from the many ledres and binggels
attached to Jolen
The learning activities presented in this lesson plan gradually encourage students to learn
actively through artifact exploration activities, identifying geometric concepts displayed in
artifacts and local traditions, connecting local artifacts and traditions with mathematical concepts,
developing mathematical material (calculating the area and perimeter of shapes flat and
calculating the volume and surface area of geometric figures), and encouraging students in
mathematical problem solving activities.
Mathematical problem-solving activities can be linked to several other concepts such as
arithmetic. For example, in the case of calculating the purchase price of roof tiles to cover the entire
roof. Students need to understand the concept of the total area of a roof, compare it with the area
of 1 roof tile, then calculate it with the unit price of the tile. When calculating the number of ledere
and bingel, students can also determine the number in the first row (1st term), the second row (2nd
term), and so on. Indirectly, students can see the connection between mathematical concepts.
Some of the studies carried out above can be used to improve mathematical literacy, especially
geometry. Geometric literacy in the ethnomathematical context of local artifacts and traditions can
help students demonstrate by connecting mathematical understanding with local culture and
heritage. This not only enriches our understanding of mathematics, but also honors and celebrates
the contributions of diverse cultures in the development of mathematical knowledge. Several
aspects related to geometric literacy in the ethnomathematics study of local artifacts and traditions:
1) Introduction to the concept of Geometry in Artifacts: Geometric literacy includes the ability to
recognize geometric shapes that may be contained in cultural artifacts, such as geometric patterns,
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symmetry, or geometric constructions in traditional fine arts or textile design, and 2) Use of
Geometric Concepts: This includes the ability to apply geometric concepts, such as size,
comparison, and spatial relationships in local artifacts and traditions.
4. Discussion
Sustainable education in remote areas depends on teachers' creative abilities in designing Learning
Implementation Plans [RPP], including utilizing artifacts from indigenous communities. Lesson
planning is considered important for teachers to ensure effective teaching and to achieve
meaningful learning (Hammer & Ufer, 2023). Therefore, preparing a learning plan is very urgent to
achieve the set learning objectives. Preparing learning plans by integrating cultural context has the
potential to introduce culture and mathematical concepts at the same time. The use of these
artifacts should be an integral part of mathematics learning materials because incorporating objects
that students recognize, such as authentic artifacts, can foster an appreciation for their culture and
render mathematics learning more relevant to the cultural context. This aligns with the notion that
creating an effective learning plan must involve the utilization of pertinent knowledge, an
understanding of students' needs, and reflection on the teaching and learning process (Beckmann
& Ehmke, 2023), tailored to students' needs and circumstances. Exploring the meaning of
indigenous artifacts also holds the potential to establish connections between culture and
mathematics. Therefore, it is important for teachers or prospective teachers to have a strong
understanding of these artifacts and be involved in developing lesson plans that take into account
the environment known to students.
In addition, the involvement of prospective teachers in expressing their culture becomes
essential, as they can incorporate these cultural elements into their lesson plans and thereby
facilitate meaningful mathematics learning for students. Not only the integration of culture into
mathematics, but much more important is facilitating the mathematization process with its
cultural context. The process of mathematization is an important process in the integration of
culture with mathematics so as to enable the application of mathematical concepts and principles
to real world situations, including local artifacts and traditions (Cimen, 2014). Therefore,
prospective teachers must be trained to design lesson plans by considering the environmental
context familiar to their students. This also requires them to be adaptive, creative, and innovative
in educational contexts in remote areas.
To address this challenge, this study engages prospective teachers as assistants in various
activities, including interviews, observations, and measurements. They are also invited to
participate in discussions about how to interpret the mathematical value of artifacts and how these
artifacts can be used in designing lesson plans. The experience of prospective teachers developing
learning plans based on local culture will genuinely assist students in recognizing the link between
their own culture and mathematics. This will enhance students' comprehension and involvement
in mathematics, provide them with a sense of belonging to their cultural identity, motivate
students to explore their own culture and the cultures of others while also studying mathematics
(d’Entremont, 2015). This context underlines the importance of integrating local wisdom in
mathematics learning for trained and prospective teachers, which should be part of an
ethnomathematics-based education curriculum.
In the future, challenges may arise in efforts to explore mathematical knowledge in the cultural
contexts of different regions. This also encourages the importance of recognizing the value of the
perspective of cultural variations in mathematics learning. Interpreting mathematical values in the
context of indigenous knowledge requires certain skills, but provides significant benefits in more
meaningful learning. Moreover, it enables a learning approach that is more suited to the context
with which students are familiar.
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5. Conclusion
The conclusion of this study, this approach shows that artifacts found in remote areas can be
adopted in mathematics lesson plans and can help connect mathematics with students' culture, as
well as increase the meaning of mathematics learning. Therefore, it is important for prospective
teachers to prepare their learning materials by considering the cultural context known to their
students, and to be adaptive, creative, and innovative in education in remote areas in order to
achieve sustainable education.
Integration of local culture in mathematics learning will provide additional meaning to the
learning process. Students can see how mathematics has direct relevance to their culture and
everyday lives. This can increase students' interest and motivation in understanding mathematics
which is often considered difficult. Thus, it is important for prospective teachers to prepare their
teaching materials by considering the cultural context familiar to their students. This requires
creativity and adaptability in designing lesson plans that suit students' cultural richness. Cultural
integration can also be considered a form of creativity and innovation in learning resources amidst
the limitations that exist in remote areas through creating relevant and meaningful learning
experiences for students in their environment. The main thing from these findings is making local
culture-based learning not just a temporary trend, but part of ongoing efforts to provide relevant
and meaningful education in remote areas. It also includes preserving local culture in an
educational context.
Author contributions: All the authors contributed significantly to the conceptualization, analysis,
and writing of this paper.
Declaration of interest: No conflict of interest is declared by authors.
Funding: No funding source is reported for this study.
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