Etnomatematika Sebagai Cerminan Diri

Perkuliahan pertemuan kedua masih membahas tentang seluk beluk Etnomatematika. Mulai dari pengertiannya, manfaat belajar Etnomatematika, hingga cara mempelajari Etnomatematika. Prof. Dr. Marsigit, M.A menekankan kembali mengenai pembelajaran inovatif dan menyarankan untuk meninggalkan metode pembelajaran tradisional. Metode pembelajaran matematika kata beliau adalah cerminan dari diri kita sendiri, pembelajaran inovatif adalah diri kita sendiri, pembelajaran tradisional adalah diri kita sendiri juga, otoriter, demokratis juga berasal dari diri kita sendiri. Maka dari itu kita koreksi dahulu diri kita sendiri, baru kita berbicara ke orang lain. Jangan terlalu memikirkan orang lain dahulu, pikirkanlah diri kita sendiri dulu hingga terbentuk pribadi yang tangguh, sama halnya dengan Etnomatematika, Etnomatematika adalah diri kita, diri pribadi kita, diri kita sendiri sekarang. Apa yang kita pikirkan, yang kita gambarkan, ikhtiar kita, usaha, dan karya kita itu adalah Etnomatematika. Jika kita sudah meyakini, melakukan, mempunyai hasil yang baik, apapun sistemnya kita akan menjadi manusia yang tangguh. Menyikapi kurikulum yang sering sekali berubah, jika kita memiliki sifat ini kita tidak akan mudah goyah sebagai seorang pendidik.

Etnomatematika juga memiliki sifat maknawi, hakiki dan ontologis. Etnomatematika menjadi sesuatu yang ontologis manakala dia melekat sebagai suatu keadaan dan sifat yang memang bermanfaat. Bahasa dalam Etnomatematika juga bermacam-macam tergantung wilayah atau daerah mana yang memakainya. Peran bahasa indonesia di internasional cukup besar pula. Prof. Dr. Marsigit, M.A pernah mengkaji mengenai peran Bahasa Indonesia terhadap salah atau jeleknya globalisasi sekarang ini. Contohnya kata “fraction” dalam bahasa inggris jika diartikan dengan google translate ke bahasa indonesia artinya adalah “bilangan pecahan”, namun jika kita translate kembali ke bahasa inggris maka akan didapat kata “broken number”. Ini mebuktikan bahwa globalisasi akan memakan habis kecerdasan local (local genius). Maka peran bahasa sangatlah penting di ranah internasional.

Menurut David, seorang tokoh dari Warwick University, Etnomatematika bukan sekedar bahasa, melainkan bentuk matematika yaitu proses dan konsep. Kita sebagai pendidik harus mengerti dan dapat membedakan suatu objek dilihat dari formal dan substansinya. Dengan kata lain formal adalah wadahnya, dan substansi adalah isi dari wadah tersebut. Misal, 2+3=5. Konsepnya adalah jumlah atau penjumlahan, namun Prosesnya adalah operasi penambahan. Misalnya lagi, membedakan antara derivatif dan diferensial. Maka yang menjadi konsepnya adalah diferensial, dan yang menjadi preosesnya adalah derivatif. Halus dan lembut perasaan kita, secara teliti, sopan santun akan dapat memaknai antara wadah dan isi, atau antara formal dan substansi. Telah terjadi krisis yang maha besar di Indonesia mengenai mencocokkan antara wadah dan isi. Yaitu telah meenjamurnya kasus korupsi.

Ilmu yang mempelajari Etnomatematika adalah Etnografi. Etnografi ini mengkaji dalam bidang kualitaif dan deskriptif. Namun kebanyakan adalah studi kualitatif. Etnografi juga lebih ditekankan dalam studi riset. Riset yang khusus, spesifik, small, atau dengan kata lain yaitu studi kasus. Disini kita dituntut untuk dapat memikirkan populasi dan sampel yang berdimensi dan fleksibel. Yaitu contohnya populasi kegiatan, populasi data-data, populasi pikiran, kata-kata, kalimat. Kita dapat mengambil contoh dari merekam suatu ritual kelompok masyarakat di pulau Bali, contohnya peristiwa Galungan, Nyepi, apakah ada perhitungan matematisnya atau tidak. Jadi manfaat mempelajari Etnomatematika yaitu agar kita bisa berkontribusi kepada pembelajaran matematika yang inovatif yang sedang kita kerjakan.

Etnomatematika (Ethnomathematics)

Pertama kali mendengar kata Etnomatematika (Ethnomathematics), yang ada di benak saya adalah mata kuliah matematika yang membahas tentang matematika dalam segi sejarahnya, ternyata saya salah, menurut Prof. Dr. Marsigit, M.A, Etnomatematika adalah kajian matematika yang berkaitan dengan budaya, kontekstual dan realistik. Mendengar hal ini saya menjadi ingin mengkaji lebih dalam mengenai Etnomatematika. Tujuan Etnomatematika itu sendiri adalah mensinkronkan antara matematika dengan jaringan sistemik yang ada pada suatu kebudayaan, atau bisa disebut jaringan sosial. Prof. Dr. Marsigit, M.A pernah bertanya bahwa Etnomatematika ini sebenarnya dibutuhkan dalam matematika dalam bidang apa? Apakah matematika terapan, ilmu statistika, ilmu komputer, atau dalam dunia mengajar? Ternyata dalam dunia mengajar, Etnomatematika ini sangat dibutuhkan karena dengan belajar Etnomatematika akan terbentuk idealitas. Idealitas yaitu sifat bebas merdeka yang timbul dalam diri pribadi tanpa ada tekanan dari lingkungan.

Belakangan ini sering kita jumpai wacana tentang guru-guru kelas IX SMP/MTs maupun kelas XII SMA, SMK atau MA yang under pressure atau dibawah tekanan dari kementrian pendidikan dalam hal Ujian Nasional. Betapa tidak, guru-guru tersebut dipaksa agar anak didiknya lulus 100% dengan nilai yang baik. Hal ini menyababkan guru menjadi seolah-olah terkontrol oleh pihak atas untuk melakukan kewajibannya mengajar anak didiknya. Dengan kita belajar Etnomatematika, hal seperti itu tidak akan terjadi pada guru-guru di sekolah, dengan Etnomatematika juga kita akan menjadi guru yang memiliki idealitas, merdeka, tanpa tekanan, dll. Karena sifat dari Etnomatematika itu sendiri adalah fleksibel, luas dan lembut.

Masih banyak hal yang dapat diulas dalam mata kuliah Etnomatematika. Karena terdapat kata Etno (etnik) pada Etnomatematika dan Indonesia adalah negara yang memiliki berbagai macam suku bangsa dan etnik yang berbeda-beda, maka ilmu ini kajiannya cukup luas. Mulai dari kegiatan masyarakat sehari-hari di suatu desa tertentu, di pulau jawa misalnya, seperti memperingati seratus hari, seribu hari meninggalnya seseorang, kendurenan, pasaran (legi, pahing, pon, wage, dan kliwon) dalam kalender jawa, dan masih banyak lagi. Jadi dapat saya simpulkan bahwa Etnomatematika didefinisikan sebagai antropologi budaya dari matematika dan pendidikan matematika (cultural anthropology of mathematics and mathematics education).

Developing Mathematics Teaching

From years to years, teaching and learning system must be subjected to several changes, and certainly changes towards better. Talking about teaching and learning system, let us narrow down this topic into "developing teaching and learning mathematics". Teaching is divided into two by the method, there are teaching and learning using traditional method or teaching and learning using progressive/innovative method. In the teaching of mathematics there are also levels that establish a system of teaching, there are:

1. Spiritual level : here lies the vision teacher, teaching purposes, ways of life. Without any teaching purposes, we will "blind" in teaching, it means there is no goal that brings us towards the better by that teaching method.
2. Normative level: here lies a law governing the teaching of it, without any law that regulates, an instruction will be able to get out the rules, because this law is absolutely set up a system of teaching it. Here also have the theory of education, the paradigm of education as well.
3. Formal level : here the place where the teaching should be appropriate with the curriculum, we as a candidates of mathematics teacher must be able to make a syllabus or course plan or lesson plan to give to our students in the future.
4. Material level : This level is also important, because at the material level is learning in physical form. As learning in the classroom, we need to bring learning materials to students in the class in the right way.

At the material level is very influential in mathematics, we can teach the traditional method or in a modern method, that is by a progressive and innovative. In traditional teaching, learning is done by teachers is the only source of knowledge where the role of teacher is only puts sciences and transfering it to his students. In this traditional teaching is directed, students are considered empty vessel and our duty as teachers to fill that empty vessel. Traditional education must be reform or to change that is new paradigm of teaching.

In the modern teaching is teaching with a progressive and innovative methods, learning is done by teachers is not the only source of knowledge, but the teacher role as facilitator of learning for his students. In this teaching method, students likened to a seed that grew into a tree which will bear the sweet fruits. Here students develop the constructs their own knowledge. In the classroom, teachers teach with expository method, by way of explaining the material to the students, so that students can catch the meaning contained in these materials, teachers will give concrete examples. Then any member issues contained in the material. After that the teacher also gave the task to test how much students understand what has been taught by the teacher.

As a candidate of a good math teacher, also make sure we're on the right path, it means we have to educate the students properly, if we already know the sciences educate them properly, then students will also be heading towards the right as well, because a teacher will bequeath the best things to his student. If a teacher pass on things that are negative, then the students will also practice negative traits such teachers. Thus let us fix or improve the attitudes and traits we become better, deserve to be emulated for our learners. In addition we also have to know the advantages and disadvantages from us. Let us not be “blind” it means that we do not know what our goal to become a teacher of mathematics. And let us not “empty”, it means that fill our lives with things that are positive and beneficial to themselves and others, then we will become a good math teacher.
We must know about “the nature of mathematics” or “the nature of school mathematics” are:

1. Mathematics is a search for pattern and relationship.
2. Mathematics is a problem saluting activities.
3. Mathematics is an investigation activities.
4. Mathematics is a mean of communicating.

If we understand well the “nature of mathematics" or "the nature of school mathematics", we will become a good mathematic teacher.

Be a Good Mathematics Teacher

Talking about mathematics education.in generally, many topics in mathematics education is in terms of teaching materials, teaching methods, and others. As a candidate of a good math teacher, we must know that good teaching methods. We need to empower your self, do not be hesitate, disappointed. Just wake up and rise up! we should not give up and despair, if we hit a problem, such as repeated one math course we can value even worst, do not we slumped to circumstances like this, instead we should be able to take the positives from there. Why we could get value like this? Am I less doing practices? Did I not learn? Or do I not pray? From there we understand what we lack, and we will to correct the deficiencies so that our future will become a better individual. Make all the events in the past is a very valuable experience, experience that encourages us to become better person.

As a candidate of a good math teacher, also make sure we're on the right path, it means we have to educate the students properly, if we already know the sciences educate them properly, then students will also be heading towards the right as well, because a teacher will bequeath the best things to his student. If a teacher pass on things that are negative, then the students will also practice negative traits such teachers. Thus let us fix or improve the attitudes and traits we become better, deserve to be emulated for our learners. In addition we also have to know the advantages and disadvantages from us. Let us not be “blind” it means that we do not know what our goal to become a teacher of mathematics. And let us not “empty”, it means that fill our lives with things that are positive and beneficial to themselves and others, then we will become a good math teacher.

Index Thinking of Mathematics Education

Mathematics is an effective learning for teachers and students where with mathematics , both this role will work well together with each other. The role of teachers is to educate students to understand what will be given by these teachers. In this case, is educate about the mathematics. A teacher who will teach mathematics have to understand exactly what is meant by "the nature of mathematics". A certain teachers was once also a student who study what is given by teachers. Until he became an teachers he was actually still have to learn, learn and learn.

Lessons learned by teachers over time will definitely increase its level. Once we are a novice, but gradually we will become the experience because the experience that we get as long as we learn that makes us experienced. Teaching mathematics to students is not easy, we must know who our students themselves. We need to communicate to our students about learning mathematics well and precisely in place. For example, if we teach children, children's patterns of thought must have been much different with the pattern of adult’s thinking. Thus the thinking patterns of children continues to be "concrete material". We teach our children about math is still with the concrete props or real props. Unlike we teach mathematics to adults, adult thought patterns must have been developed towards maturity. Patterns of thinking people nowadays have to be "abstract material". Adults have to think about abstract objects. The ability of thinking adults and children also different, therefore we must know what is meant by "the nature of mathematics" or “the nature of school mathematics”.

“the nature of mathematics” or “the nature of school mathematics” are:
1. Mathematics is a search for pattern and relationship.
2. Mathematics is a problem saluting activities.
3. Mathematics is an investigation activities.
4. Mathematics is a mean of communicating.
If we understand well be the nature of mathematics "or" the nature of school mathematics ", we will become a good teacher.