Ethnomathematical Exploration of the Traditional Banjar Basimban Game as a Learning Medium for Mathematics Instruction in Elementary Schools

Abstract

This research is a qualitative descriptive study that aims to explore ethnomathematics in the traditional Banjar Basimban game and its use as a mathematics learning medium. The research participants included one Banjar cultural expert, one mathematics education expert, one elementary school teacher, and 20 elementary school students who were involved in learning activites using the Basimban game-based LKPD. Data were collected through interviews, observations, documentation, and students’ reflections. Thematic analysis was used to analyze the data.  Findings indicate that the Basimban game has strong potential as an ethnomathematics-based mathematics learning medium. Based on the results of interviews with experts, this game contains various mathematical concepts, such as counting operations in the activity of counting the number of votes obtained by players, the concept of comparison through the comparison of the number of votes between players, and statistics through the collection and sequencing of game result data. In addition, the Basimban game also contains character and social values, such as honesty, patience, cooperation, and sportsmanship. The implementation of Basimban-based LKPD in learning activities resulted in active student engagement, enthusiasm, and effective problem-solving during gameplay. Thus, Basimban traditional games not only have the potential to serve as a means of preserving local culture but can also be used as an alternative to contextual, interactive, and meaningful media for mathematics learning.