Ethnomathematical Exploration of Gudeg Production, Presentation, and Trading Practices as a Contextual Resource for Mathematics Learning
DOI:
https://doi.org/10.17509/j-mer.v7i1.939Keywords:
Ethnomathematics, Gudeg Culinary Culture, Contextual LearningAbstract
This study aims to identify and explain various forms of ethnomathematics embedded in the processes of preparing, presenting, and trading gudeg as representations of mathematical concepts in everyday life. Employing a descriptive qualitative approach, the study involves gudeg producers, vendors, and consumers who possess an understanding of both the production and presentation processes. Data were collected through direct observation, in-depth interviews, and documentation in the form of photographs and videos at gudeg centers in the Wijilan and Barek areas. Observations were focused on identifying mathematical concepts, including geometry in the shape of besek and ingredient cuts, arithmetic in the proportions of spices, measurements of time, volume, and temperature during the cooking process, and algorithmic patterns in the sequence of cooking steps. Interviews were conducted to explore cultural meanings as well as the mathematical intuitions employed by vendors in interpreting demand patterns and consumer preferences. The data were analyzed using thematic analysis techniques, involving stages of data reduction, narrative presentation, and inductive conclusion drawing. To ensure the validity of the findings, triangulation was conducted by comparing results from observations, interviews, and documentation. The findings of this study provide a comprehensive understanding of mathematical practices within the culinary culture of gudeg and offer practical recommendations for teachers in designing mathematics instruction that is concrete, contextual, and closely aligned with students’ real-life experiences.
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