Eksplorasi Etnomatematika Terhadap Makanan Khas Mamasa
Keywords:
Etnomatematika, Makanan Khas Mamasa, Pengukuran, Geometri, SimetriAbstract
Penelitian ini bertujuan untuk mengeksplorasi konsep-konsep matematika yang terkandung dalam proses pembuatan makanan khas daerah Mamasa, Sulawesi Barat, dengan pendekatan etnomatematika. Makanan khas daerah seperti Leong, Deppa Tori dan Doda tidak hanya mencerminkan keanekaragaman kuliner, tetapi juga mengandung nilai-nilai Etnomatematika yang dapat definisikan melalui pengukuran, geometri, simetri dan proporsi. Penelitian ini menggunakan kualitatig dengan pendekatan etnografi untuk mengidentifikasi dan menganalisis hubungan anatara tradisi kuliner dan konsep-konsep matematika yang diterapkan dalam proses pembuatan dan penyajian makanan. Hasil penelitian ini menunjukkan bahwa masyarakat Mamasa menggunakan prinsip-prinsip matematika secara intuitif dalam kuliner mereka, seperti dalam memerhatikan simetri dan pola. Temuan ini membuka peluang untuk mengintegrasiakan konsep-konsep matematika kedalam pembelajaran berbasis budaya yang releven, serta memberikan kontribusi terhadap pelestarian budaya lokal dan pengembangan pendidikan matematika kontekstual.
This research aims to explore the mathematical concepts contained in the process of making typical food from the Mamasa region, West Sulawesi, using an ethnomathematics approach. Regional specialties such as Leong, Deppa Tori and Doda not only reflect culinary diversity, but also contain ethnomathematics values which can be defined through measurement, geometry, symmetry and proportion. This research uses a qualitative ethnographic approach to identify and analyze the relationship between culinary traditions and mathematical concepts applied in the process of making and serving food. The results of this research show that the Mamasa people use mathematical principles intuitively in their culinary delights, such as paying attention to symmetry and patterns. These findings open up opportunities to integrate mathematical concepts into relevant culture-based learning, as well as contributing to the preservation of local culture and culture. development of contextual mathematics education.
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