Utami Niken Wahyu, Sayuti Suminto A, Jailani Jailani
Universitas PGRI Yogyakarta, Yogyakarta, Indonesia.
Yogyakarta State University, Yogyakarta, Indonesia.
Heliyon. 2021 Mar 13;7(3):e06417. doi: 10.1016/j.heliyon.2021.e06417. eCollection 2021 Mar.
In the context of sustainable education, remote areas require special treatment. However, teachers are not evenly distributed in terms of quantity and quality. Adaptable, creative, and innovative teachers are needed in remote areas. Therefore, universities must prepare preservice teachers to teach in these places. This study explores indigenous artifacts from local communities related to mathematical content that preservice teachers can adopt to design lesson plans using available resources. Data were collected through the artifacts of indigenous people in a mountainous region on the border of Yogyakarta and Central Java, Indonesia, and the math curriculum content was examined. The relational ideas of the artifacts and the math curriculum content were analyzed. Based on the results, this study shows that artifacts can be incorporated into math learning materials. Elaborating on the artifacts can potentially relate culture and math in the classroom. The artifacts contain mathematical value and are close to students' thoughts. Hence, preservice math teachers can use them to design lesson plans, particularly for math learning. By understanding artifacts in remote areas, preservice teachers will have a particular capability for preparing lesson plans relevant to students' environment for sustainable education.
在可持续教育的背景下，偏远地区需要特殊对待。然而，教师在数量和质量上分布不均。偏远地区需要适应性强、有创造力和创新能力的教师。因此，大学必须培养职前教师在这些地方教学。本研究探索了来自当地社区的与数学内容相关的本土手工艺品，职前教师可以利用现有资源采用这些手工艺品来设计教案。通过印度尼西亚日惹和中爪哇边界山区的原住民手工艺品收集数据，并对数学课程内容进行了研究。分析了手工艺品与数学课程内容的关联思想。基于研究结果，本研究表明手工艺品可以融入数学学习材料中。对手工艺品进行详细阐述有可能在课堂上将文化与数学联系起来。这些手工艺品具有数学价值且贴近学生的思维。因此，职前数学教师可以用它们来设计教案，特别是用于数学学习。通过了解偏远地区的手工艺品，职前教师将具备为可持续教育准备与学生环境相关的教案的特殊能力。
