Ethnomathematics of Kalimantan Batik in field Geometry learning in elementary school

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between the nature of children and the nature of mathematics (Muger Apriansyah et al., 2018).For that, we need a bridge that can neutralize differences or contradictions.Elementary school-age children experience development in their level of thinking.This is because their thinking stage is still not formal, but elementary school students in the lower grades are not impossible and some of them think they are still in the pre-concrete stage.
Another benefit is that mathematics can shape the mindset of someone who studies it into a systematic, critical, logical-mathematical mindset with high accuracy.Mathematics for elementary school students is useful for the benefit of living in their environment, developing a mindset, and studying further sciences.The current mathematics learning process tends to be too theoretical, less contextual, and quasi-contextual.Learning is also less varied, thus affecting students' interest in further learning mathematics and students often perceive mathematics as a difficult subject to understand and learn.Teaching mathematics in schools is too formal so the mathematics that children find in everyday life is very different from what is found in school.Therefore, learning needs to provide content or a bridge between mathematics in daily life based on local culture and elementary school mathematics.
The meaning of bridging is to make a bridge between culture and mathematics.This step is important to recognize the different ways of thinking that can lead to different forms of mathematics, this is a field called mathematics.This can be interpreted that various mathematical concepts can be explored and found in a culture so that it can make it clear that mathematics and culture are interrelated, mathematics can be born from culture, mathematics can be extracted from a culture so that it can be used as a concrete learning resource that exists around students.Based on the explanation above, this article aims to explore mathematical concepts contained in Kalimantan batik motifs that can be used in the learning process of field geometry in elementary schools.

RESEARCH METHOD
In this study, the researcher used an exploratory type of research that aims to explore the form of Kalimantan batik motifs that can be used in the field geometry learning process in elementary schools and the approach used in this study is an ethnographic approach, namely an empirical and theoretical approach that aims to describe and analyze culture.based on intensive field research (Spradley, 2006).The research instrument is the researcher himself and is supported by other instruments including field notes, observation guidelines, and documentation.The purpose of the researcher itself is the researcher who acts as a data collector and cannot be replaced, so the role of the researcher is the main instrument.After the data is collected and then reduced to obtain valid data through triangulation of sources, methods, or time, the next step is domain analysis to obtain an overview of the Kalimantan batik motifs and determine categories and group data by category.Furthermore, taxonomic analysis is carried out by describing each domain in detail based on the geometrical concept of the plane contained in the Kalimantan batik motif.

Ethnomathematics
Ethnomathematics was first coined by Ubiratan D'Ambrioso, a mathematician and mathematics teacher in Brazil in 1977.The term ethnomathematics was first used by D'Ambrioso as a methodology for tracking and analyzing the processes of production, transfer, dissemination, and institutionalization of mathematics in various cultural systems.where D'Ambrioso distinguishes mathematics into academic mathematics that is taught in schools, and ethnomathematics which is described as mathematics that is practiced among identifiable cultural groups.
Ethnomathematically comes from the prefix "ethno" which means something very broad and refers to the socio-cultural context, including language, codes, myths, behaviors, and symbols, while "mathema" is a basic word that means to explain, know, understand and carry out activities and tics. is a suffix word that comes from the word techne which has the same meaning as technique (Akmalia et al., 2020;Arwanto & Pd, 2017;Ulum et al., 2018).In addition, Ethnomatematics is an application of a contextual approach which is also usually combined with a scientific approach.Developing ethical and moral values is one of the targets to be achieved in the current educational process.Success in building student character automatically helps in building national character.The progress of a nation depends on the character of its people, their intelligence capabilities, the superior thinking of its citizens, the synergy of its leaders, and so on.By implementing the ethnomathematics approach, it is hoped that teachers and students will get ideas about ethnomathematics and ultimately be able to improve mathematics learning achievement.
Ethnomathematics is a science used to understand how mathematics is adapted from a culture (Anista & Marsigit, 2020).Another opinion also explains that ethnomathematics is a form of mathematics that is influenced or based on culture (Utami et al., 2018).The culture in question is a culture that refers to a collection of norms that apply in society, beliefs, and values that are recognized by community groups.Based on the description above, the writer can conclude that ethnomathematics is another name for mathematics that is practiced by a small or large group in the socio, cultural and cultural scope.

The Role of Ethnomathematics in Learning Mathematics
Learning mathematics requires an approach so that the teaching and learning process in the classroom is more effective and efficient.In line with the learning objectives themselves, learning is carried out so that students can accept and be able to master the material being taught and apply it in solving problems.To achieve learning teacher must be able to understand what factors exist in the student's environment towards learning.One of the factors that influence learning is culture.(Jannah, 2019;Monica et al., 2021;Zayyadi, 2017).Culture is the results of thoughts, feelings, desires, and the work of humans or groups to improve human life.The culture here really determines how students view things.As well as in understanding mathematical material.If material is very difficult from the cultural schema that is owned, of course, the material is difficult to understand.Therefore we need an approach to learning mathematics that can connect mathematics with the culture that surrounds us (Astriandini & Kristanto, 2021;Febriyanti et al., 2018).Ethnomathematics is a bridge between mathematics and culture, as explained above, ethnomathematics believes that there are different ways of doing mathematics in student activities in society.(Nuh & Dardiri, 2016) By applying ethnomathematics as a learning approach, it will be possible for the material studied to be related to their culture so that students' understanding of material becomes easier because the material is directly related to their culture which is their daily activity in society.

Concept of Field Geometry in Elementary Schools
In this article, 6 Kalimantan batik motifs can be explored to find mathematical concepts in field geometry in elementary school.Are as follows: Figure 1 shows the batik motif in the form of a geometric plane in the form of a parallelogram.A figure is shown with 2 pairs of parallel sides that are equal in length and two opposite angles that are equal in measure.These two properties are enough to illustrate that the motif on Tidayu batik is a plane geometric pattern in the form of a parallelogram.Other patterns in the form of plane geometry can be seen by drawing guide lines on the minimum and maximum curve patterns so that a triangular shape is formed.If analyzed, it is possible that the triangle formed is an isosceles triangle.However, this needs to be proven further by paying attention to the properties of an isosceles triangle.

b. Yarn Spotted Batik Motif (Central Kalimantan)
Figure 2. Yarn Spotted Batik Motif Yarn Spots have a variety of patterns.There is a philosophy in the cloth that has been a guide for the Central Kalimantan Dayaks.One of the symbols of Dayak belief is Batang Garing or the tree of life.This tree symbolizes a vertical relationship between humans and the ruler they believe in.And the horizontal relationship between humans and other creatures on earth (Alexandro et al., 2020;Pratiwi & Yuningsih, 2022).This tree later became one of the characteristics of the famous Central Kalimantan batik motifs.Apart from the kawit tuyan motif, jars, spears, shields, and balain nihing.The mathematical elements in the spotted thread batik motif are 1) Dots; 2) Lines and 3) Mirroring.If we pay attention again, in Figure 2 we can find points, and if we draw auxiliary lines at these points, a line is obtained.A point is the smallest part of a geometric object because it has no specific size, either length, width or thickness.While the line is the basic concept of geometry that extends indefinitely in both directions without any curvature.So that Points and Lines are the basic elements of a geometry.A geometric shape will not be formed without starting with a point that is arranged into a line and then becomes a geometric shape.So with this Batik Thread Spot motif, the concept of dots and lines can be conveyed.

c. Ampiek Batik Motif (East Kalimantan)
Figure 3. Ampiek Batik Motif Ampiek is a Kutai language that means carving cloth.By Emi Alaydrus, Ampiek was later used as the name of his batik motif, as well as the name of his business.Ampiek Balikpapan's inspiration is the city's geography, namely: forest, hills, and sea.From the three, emerge the root pattern of mangroves, Karamunting, and dugong dugongs.The mathematical elements in the Empiek motif are the shape of a semi-circle, hexagon, circle, and the concept of fractional numbers.If observed in Figure 3, by using the guide lines obtained circle and semicircle geometric shapes.Although the concept of a semicircle has not been explained in depth to elementary school students, it can be introduced by showing a comparison of a complete circle with a semicircle.Meanwhile, the concept of the circle itself can be explained as the basis for recognizing plane geometric shapes.Both can be found in Empiek Batik Motifs.Banjarmasin is famous for its Sasirangan woven fabric craft with the craft center located in Sasirangan Village.Sasirangan is a batik cloth typical of the Banjar tribe in South Kalimantan.The uniqueness of this Sasirangan batik cloth can be seen in the variety of various batik motifs.Pudak is a plant called the Banjar people for pandanus plants.This pandanus plant is often planted in the yard of the Banjar tribe.Pandan is often used as a natural fragrance or flavoring agent in every dish.Besides being used for giving a delicious aroma, the pandan plant is widely used by the Banjarese as cake coloring, and as a mixture of potpourri (flowers in traditional ceremonies) when carrying out traditional Banjarese events such as weddings or other events.The Sasirangan Hiris Pudak motif means that as humans, we must be useful to others.The mathematical elements contained in the sasirangan Hiris shoulder batik motif are minimum and maximum curves, triangles, and parallel lines.The triangle concept can also be studied by analyzing the Sasirangan hiris Shoulder batik motif.As is the case with other batik motifs, using the auxiliary lines, a triangular image will be obtained on the batik cloth motif.In other words, students will easily learn the geometry of planes/flat planes by observing the batik cloth motifs around them.

The Use of Ethnomathematics in Kalimantan Batik in Learning Field Geometry in Elementary Schools
Based on the concept of plane geometry for elementary school children in the Kalimantan batik motif described above, batik motifs are an alternative for elementary school geometry learning, such as recognizing points, angles, lines, quadrilaterals, and other simple shapes.The alternative steps for learning field geometry for elementary school children using the batik motif are as follows: Students and teachers carry out learning with a question and answer method related to Kalimantan batik motifs.
Students are asked to look for existing or owned batik cloth motifs, especially Kalimantan batik motifs.After that, students are asked to observe the batik motifs and look for geometric shapes that are related to the material points, angles, lines, rectangles, and other shapes.As an example:

Figure 1 .
Figure 1.Tidayu Batik Motif Tidayu is an abbreviation of Chinese, Dayak, and Malay.The three are the three major ethnic groups in Singkawang City who live side by side with other tribes.Tidayu batik has been popularized ten years ago.The idea and idea of batik itself originated from a design competition initiated by Elisabeth Majuyetty, wife of Hasan Karman, former Mayor of Singkawang for the period 2007-2012.The Tidayu motif design itself consists of developing various motifs that represent each culture in Singkawang City.Currently, there are six patterns of Tidayu Batik, each of which has its characteristics, namely Lembayung, Beuntai, Lantern, Jungle, Harmoni, and Stork.Each pattern consists of three elements that represent each existing ethnicity and is printed in a variety of color choices.In the Harmoni motif, the oriental detail of the square box between the sides is decorated with the Malay Rebung Pucuk Motif in the middle and tied with the Dayak motif.As the name implies, this motif symbolizes the harmony of tribes and cultures in Singkawang City.Therefore, the mathematical concepts that exist in the Parang Teja batik motif are Square; Parallelogram; Minimum and maximum curves, and triangles.Figure1shows the batik motif in the form of a geometric plane in the form of a parallelogram.A figure is shown with 2 pairs of parallel sides that are equal in length and two opposite angles that are equal in measure.These two properties are enough to illustrate that the motif on Tidayu batik is a plane geometric pattern in the form of a parallelogram.Other patterns in the form of plane geometry can be seen by drawing guide lines on the minimum and maximum curve patterns so that a triangular shape is formed.If analyzed, it is possible that the triangle formed is an isosceles triangle.However, this needs to be proven further by paying attention to the properties of an isosceles triangle.

Figure 4 .Figure 5 .
Figure 4.The Clouds Batik MotifThe cloud-patterned cloth was formerly worn by relatives of the Amantubillah Mempawah Palace.Cloud patterned cloth is usually always worn at big royal events.One of the relatives of the Kingdom of Amantubillah Mempawah who still keeps the cloth with the pattern of the past is Encik Maryam.The age of this noble-blooded woman has now reached more than 100 years.The cloth is in the form of a sarong, with a floating cloud motif.Because of the nature of the clouds that are above the sky and are in procession, then by the Amantubilah Mempwah Kingdom, this cloth is specially designated by the relatives of the royal dignitaries.Encik Maryam herself received a woven cloth patterned with clouds when she was proposed to by her husband, Daeng Abdullah.Along with the times, the cloth with the Berarak Cloud pattern has now been used by the people of Pontianak district in particular, and West Kalimantan in general.To make the cloth with the Cloud Berarak more popular, all civil servants in the Pontianak Regency Government have now chosen to clothing made from the cloud cloth as one of the work clothes.The mathematical elements contained in the cloud motif are triangles, straight lines, quadrilaterals, rectangles, and translations.The geometric elements that can be used as elementary school learning materials from the Berarak Clouds Batik motif are Straight Lines, Quadrilaterals, and Triangles.The concepts of quadrilaterals and triangles are introduced to elementary school students to the concept of calculating the day after tomorrow and circumference.In learning, students can make observations on the Awan Berarak batik cloth motifs by providing auxiliary lines so that a flat area is obtained.Students observing Together can then calculate the area and perimeter of the flat shapes found.

Figure 6 .
Figure 6.Pating Muang Batik Motif Rempang Garantung batik motif has a dark base color with white or gray motifs.This batik is symmetrical with the same length and shape.The mathematical elements contained in the Pating Muang motif are rectangles, rectangles, circles, and quadrilaterals.