Peran Embodied Cognition dalam Konstruksi Pola Barisan Aritmetika Berbasis Kearifan Lokal Gunungan Sedekah Bumi

Wulan Rahayu; Tatag Yuli Eko Siswono

doi:10.24256/jpmipa.v14i2.11186

Authors

Wulan Rahayu Universitas Negeri Surabaya, Indonesia
Tatag Yuli Eko Siswono Universitas Negeri Surabaya, Indonesia

DOI:

https://doi.org/10.24256/jpmipa.v14i2.11186

Keywords:

Barisan Aritmetika, Embodied Cognition, Etnomatematika, Fenomenologi, Gunungan Sedekah Bumi

Abstract

Abstract:

This study examines the role of embodied cognition in constructing the concept of arithmetic sequences, integrating Merleau-Ponty’s phenomenology with Lakoff and Núñez’s embodied cognition theory. Using autoethnography and phenomenology, it finds that mathematical experience, initially formed through bodily engagement, undergoes disembodiment in formal education and re-emerges through local cultural practices. Interpretive reconstruction of the Gunungan Sedekah Bumi tradition yields an arithmetic sequence with a common difference of two. Four findings emerged: embodied mathematical experience, the separation of body from formal mathematics, the gunungan as a living mathematical text, and the thinking hand as a pedagogical implication. These findings underscore the need to reconnect mathematical abstraction with bodily experience and cultural context.

Abstrak:

Penelitian ini mengkaji peran embodied cognition dalam konstruksi konsep barisan aritmetika melalui integrasi fenomenologi Merleau-Ponty dan teori embodied cognition Lakoff dan Núñez. Melalui pendekatan kualitatif autoetnografi dan fenomenologi diperoleh pengalaman matematika yang semula terbentuk melalui keterlibatan tubuh mengalami disembodiment dalam pendidikan formal, lalu muncul kembali melalui perjumpaan dengan praktik budaya lokal. Rekonstruksi interpretatif terhadap tradisi Gunungan Sedekah Bumi menghasilkan representasi pola barisan aritmetika dengan beda dua. Empat temuan utama yaitu: pengalaman matematika yang embodied, keterpisahan tubuh dari matematika formal, gunungan sebagai teks matematika yang hidup, dan tangan yang berpikir sebagai implikasi pedagogis, menegaskan pentingnya menghubungkan kembali abstraksi matematika dengan pengalaman tubuh dan konteks budaya dalam pembelajaran matematika.

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