ETNOMATEMATIKA DALAM PROSES PEMBUATAN JAJANAN KHAS LOMBOK

Abstrak

ABSTRACT Mathematics is not only learned in schools but can also be found in various cultural activities in society. One example of the application of mathematics in everyday life is seen in the process of making Lombok's traditional snacks, poteng and jaje tujak. This study aims to describe the process of making poteng and jaje tujak, identify the mathematical activities that occur during the process based on Alan Bishop's theory, and explain its relationship to mathematics learning in schools. This study used a qualitative approach with an ethnographic approach. The research was conducted in Tamansari Village, Gunungsari District, West Lombok Regency. Data were obtained through observation, interviews, and documentation with community members who have experience making poteng and jaje tujak. Data analysis was conducted using the Miles and Huberman model, which includes three stages: data reduction, data presentation, and conclusion drawing. Data validity was checked using triangulation of sources, techniques, and time. The results of the study indicate that the process of making poteng and jaje tujak contains six mathematical activities based on Alan Bishop's theory, namely counting, measuring, locating, designing, explaining, and playing. These activities are seen in the activities of calculating the amount of ingredients, determining the measurements, arranging the processing time, determining the shape and size of the snacks, applying rules that have been passed down from generation to generation, and explaining the stages of making them. These mathematical activities are related to mathematics materials in schools, such as numbers, measurements, fractions, geometry, patterns, mathematical reasoning, and problem solving. Thus, the process of making poteng and jaje tujak contains mathematical concepts that are integrated into the community culture and have the potential to be used as contextual mathematics learning resources. ABSTRAK Matematika tidak hanya dipelajari di lingkungan sekolah, tetapi juga dapat ditemukan dalam berbagai aktivitas budaya masyarakat. Salah satu bentuk penerapan matematika dalam kehidupan sehari-hari terlihat pada proses pembuatan jajanan tradisional khas Lombok, yaitu poteng dan jaje tujak. Penelitian ini bertujuan untuk mendeskripsikan proses pembuatan poteng dan jaje tujak, mengidentifikasi aktivitas matematis yang muncul berdasarkan teori Alan Bishop, serta menjelaskan keterkaitannya dengan pembelajaran matematika di sekolah. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian etnografi yang dilaksanakan di Desa Tamansari, Kecamatan Gunungsari, Kabupaten Lombok Barat. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman, sedangkan keabsahan data diuji melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa proses pembuatan poteng dan jaje tujak memuat enam aktivitas matematis menurut teori Alan Bishop, yaitu counting, measuring, locating, designing, explaining, dan playing. Aktivitas tersebut tercermin dalam kegiatan menghitung jumlah bahan, menentukan takaran dan waktu pengolahan, mengatur posisi penyimpanan, membentuk jajanan, menyesuaikan proses berdasarkan pengalaman, serta menjelaskan tahapan pembuatannya. Aktivitas-aktivitas tersebut berkaitan dengan materi matematika di sekolah, seperti bilangan, pengukuran, geometri, posisi, penalaran matematis, dan pemecahan masalah. Temuan penelitian ini menunjukkan bahwa proses pembuatan poteng dan jaje tujak memiliki potensi sebagai sumber belajar matematika berbasis etnomatematika yang kontekstual, sehingga dapat mendukung pembelajaran matematika yang lebih bermakna sekaligus memperkuat pelestarian budaya lokal.