#2 Reflection of Mr. Marsigit's Explanation on the 20th of February 2013

Dianing Meijayanti

11313244024

Inter. Math. Education 2011

Ethnomathematics is mathematics that contextual (basic concepts), which in its ethnic context so that we can learn the basic principles or a general principle of others ethnic. Ethnomathematics learning objectives is to ensure that teachers can use mathematics contextually for innovative learning, but this is only true for innovative teachers just because of activities takes variation and variation included into ethnomathematics. For example is street mathematics in Brazil. Theresia Nun have investigated street mathematics by looking, researching, and proving using case studies. He was carrying out investigations on the Road St. Paulo, where there are traders who use math in their own way that is faster and correct, and is not commonly used in schools. This research can also be done in Indonesia, for example in Malioboro (Malioboro mathematics).

Ethnomathematics research more emphasis on qualitative research but also quantitative research is needed. For example is long-term studies or longitudinal, such as research on a person by looking at things that related to mathematics (intentionally or unintentionally). Another example can be seen in the fossils found by anthropologists in Sangiran, the fossil was found to be intact, but the fossil can produce a lot of data such as age, activity, gender, and so on.

If we are faced with the question how do teachers implement innovative methods of teaching mathematics without having collided with the education system in Indonesia, then take a look at each one of us, that is actually innovative is ourselves, which is traditional or authoritarian is ourselves, so the actual math is ourselves. "You are what your students recognition and not you say, that defines you is other people", the sentence meaningful for a teacher, where the education system that is not conducive and innovativ, it is a test for teachers or people who have a vision and mission very strong on how to actually liberate education, whether as an investment or as a necessity. Educational investment is only said by the president (Suharto, Gusdur, SBY) or leader or its capital, not students in elementary or junior high or high school.

Indonesian society is experiencing an anomalous situation where leaders do not think of Indonesia for 100 years in the future will be like. Obama's inauguration speech as, "O my people, many of the stars that you have not found and waiting for you to give it a name." This is a sentence motivation for people to be more advanced. Unlike Obama, the President of Indonesia when they go to Mecca, just pray for the group not prays for people in Indonesia. It's very regrettable and it makes officials or leaders in Indonesia cannot be trusted even the teachers are not to be trusted. Awry, it would require a revolution because reform is not enough, needed a buzz from national leaders who understand education, psychology, and the courage to move forward. Facts stated when people from Jakarta provide guidance in these areas, if asked why UAN is done then they said because teachers cannot be trusted. Now the big question arises, to what the teachers on the payroll that in the ends who specifies or evaluate student learning outcomes is the UAN. It's out of sync. One cause is a broken nation Indonesia because Indonesia does not have the vision and mission of 100 years in the future would be like.