Ethnomathematics at TIFA Yapen as A Source for Learning Mathematics

This study's primary objective is to investigate and elucidate the principles and regulations of ethnomathematics prevalent in the Yapen Islands of Papua, Indonesia, for application in the context of mathematics education in schools. The research methodology involves qualitative research with an ethnographic approach. Data was collected through participant observation techniques and in-depth interviews


INTRODUCTION
Mathematics learning at school aims to transfer knowledge and explore new knowledge (Ruamba et al., 2022).Exploration of new knowledge is intended to develop knowledge itself in order to improve human life.This often happens in the mathematics learning process (D'Ambrosio, 2016); (Prahmana & D'Ambrosio, 2020) where mathematics learning in principle must be related to life and culture, because the Jurnal Hipotenusa, 5 (2), December 2023 Yeni D. Fonataba, Ronaldo Kho, Bettisari Napitupulu, Irfan Wahyudi, Happy Lumbantobing 133 development of mathematics learning cannot be separated from the influence of the human socio-cultural environment.This is also because humans themselves are elements of a socio-cultural environment itself.
In designing learning, it needs to be more contextual and more meaningful for the individuals who take part in the learning process so that it creates real life.A contextual approach helps link the material taught with real world situations (Sari et al., 2020).With contextual and constructive learning, students are trained to construct knowledge and trained to use mathematical concepts to solve problems in real life (Arbain & Sirad, 2023).
Therefore, learning must be designed to involve culture and other things that exist in life around them, so that the concepts taught are easier for students to understand (Risdiyanti & Prahmana, 2017).
Mathematics learning is currently experiencing a change in focus on development by involving a more contextual and culturally related approach (Ruamba et al., 2022).This stems from the concept of learning mathematics using ethnomathematics which was introduced by D'Ambrosio in 2016.Ethnomathematics shows how cultural results and interactions in daily activities are analyzed and used to build mathematical concepts and mathematical ideas, so that they are in line with more contextual learning and scientific in nature.
Ethnomathematics is simply defined as a style, art, and method of understanding, managing, explaining, and relating between mathematics and the social and natural environment (Mania & Alam, 2021).D'Ambrosio states that ethnomathematics is practiced by cultural groups, including not only indigenous peoples, but also working groups, professional classes, and children of certain age groups (Lidinillah et al., 2022).Borba describes ethnomathematics as the way in which people use culture-specific mathematical concepts in dealing with the relational and spatial aspects of their lives.(Supiyati et al., 2019).
Several ethnomathematical research has been carried out, this research is related to this research, namely researching the geometric concept of transformation of weaving crafts (Puspadewi & Putra, 2014), researching the concept of symmetry and circles on the Maramis musical instrument (Marina & Izzati, 2019), researching geometry learning through batik balls (Prahmana & D'Ambrosio, 2020), researching the determination of a good day to build a house in the Cigugur community (Umbara et al., 2021).Meanwhile in Papua specifically there are several studies that are relevant to the research, namely those that examine the ethnomathematics of the sero culture (sero net) of the Fak-fak coke community in West Papua (Ubayanti et al., 2016), researching ethnomathematics exploration of wooden paintings of the Asei community in Sentani Papua as a source of school mathematics learning (Dumatubun et al., 2021), researching ethnomathematics of the Dani tribe in the Balie Valley, Wamena, Papua (Kho & Siep, 2022), examines the exploration of geometric concepts in traditional paintings and carvings in Ampimoi Bay, Yapen Islands as a source for school mathematics learning (Ruamba et al., 2022).
Indonesia has a variety of cultural products.One of the cultural products in Indonesia is musical instruments.Tifa is a musical instrument from the province of Papua which is made from wood with layers of animal skin, and decorated with motifs according to local beliefs (S, 2020).Tifa is played by hitting the membrane on the basis of four rhythmic patterns where the Papuan people use tifa as a provider of identity, a symbol of identity, and a strengthener of social ties (S, 2020).Tifa Yapen is used and becomes the identity of the Yapen people.Yapen is a district in Papua province.
Some of the research results above show that mathematics learning continues to experience changes in context and approach by using real and more contextual problems.
Furthermore, ethnomathematically, the cultural products of the tribes in the Papua region are very rich, such as paintings and carvings as well as the structure of houses.However, until now not much in-depth research has been carried out.Research focused on traditional musical instruments in the northern region of Papua has not been carried out much until published.Therefore, this research aims to explore and describe the concepts and rules of ethnomathematics found in the Yapen Islands, Papua, Indonesia.

METHODS
This type of research is qualitative research using an ethnographic approach.This method was chosen because entomathematics research aims to analyze ideas, concepts, procedures and processes in the culture of a civilization from the perspective of its interviews were conducted by researchers with informants regarding the mathematical aspects found in TIFA.The results of data analysis were carried out using the stages of ethnographic analysis, domain analysis and taxonomic analysis.

Results
The population in the Yapen Regency area, Papua province consists of 7 (seven) large tribes with each tribe having a very different variety of local languages.The seven tribes are the Onate tribe (Yawah Unat), the Aruisai tribe, the Busami tribe, the Ampari tribe, the Berbai tribe, the Poombawo tribe, and the tribe called the 3W tribe, namely Wondei, Wondau and Wonawa.Even though there are various ethnicities, languages and cultures in this community group, the musical instruments used in various traditional events are always the same and relatively not much different.The research data found by researchers in this study is information regarding (1) the meaning of tifa, (2) the manufacturing process, (3) use, and (4) its form and meaning.

Ethnographic Data Analysis
The results of interviews with research subjects provide in-depth information related to Tifa from the community.This information concerns everything from the manufacturing process to how to use the Tifa musical instrument.
Tifa is a traditional musical instrument like a drum that produces sound when hit on one side.Tifa is made from a milkwood tree whose tree height reaches 15 to 50 meters, has a diameter of 25 to 50 cm, the bark is grayish brown and gummy like milk.
To make a tifa you need two types of tools, namely an iron shaped like a spear on one side and another iron shaped like a golf club, but one side is made very sharp to pick up the remains of the wood after piercing the inside of the wood.The process of making tifa is milk wood taken from the forest and then cut to the size of the tifa (uncertain size) but about 80 cm -150 cm long and 10 -15 cm in diameter.After cutting, the wood is cleaned from the outside and dried in the sun until the wood is completely dry.After that, using special tools, the tifa is formed until it is finished.The surface of the tifa is then painted and carved according to the user's wishes.

Domain Analysis
Based on the data obtained in this research, namely observation data, interview data and documentation data, a domain analysis was carried out which was revealed in the process of making the tifa as follows: Table 1.Ethnomatametics Domain Analysis on Tifa

Linkages Ethnomathematics Activities Measuring Activities
To answer what size (length, width) use certain measuring tools Measuring activity can be seen when research subjects can determine the length and width of the tifa, even though they do not specifically mention the numbers but can compare, for example "the size of the tifa varies and is uncertain" and "the length of the tifa is adjusted to the user." Designing Activities To answer how the process of making Design activities are seen when the research subject can explain the stages and sequence of making a tifa, the stages are explained in sequence so that they are clear and easy to understand.
Explaining activity

To answer every question
Appearing in activities, research subjects were able to answer each question clearly and easily understood.

Taxonomic Analysis
Based on the data obtained in this research, namely observation data, interview data and documentation data, a taxonomic analysis of the musical instruments contained in the tifa was carried out.The tip of the tifa on parts other than the membrane looks like a circle.A circle is a collection of points in a plane that are the same distance from a certain point (hereinafter referred to as the center).There is a part of the Tifa blanket that resembles a prism.A prism is a three-dimensional shape bounded by an identical nshaped base and lid and square or rectangular vertical sides.There is also a part that resembles a trapezium.A trapezoid is a two-dimensional shape formed by four edges, two of which are parallel but not the same length.The rest of the tifa resembles a parallelogram.A parallelogram is a 2-dimensional flat shape formed from two pairs of edges and each side facing each other is the same length.

Ethnomathematics Geometry Concept Concepts / Mathematical
Procedures The concept in plane geometry "circle" The concept of "prism" The concept in plane geometry "trapezoid" The concept in plane geometry " parallelogram"

Geometry Exploration in Mathematics Learning
The results of the research show that in making tifa it is still found that local people still use non-standard measurements such as predicting, estimating and even estimating.In its manufacture, several geometric elements were found on the lid and base of the tifa, the arms of the tifa and several other parts.The following are several geometric concepts discovered and their implementation in mathematics learning as in the following table: The isosceles trapezoid shape is found on the TIFA handle isosceles trapezoid shape that There are parts of the tifa handle, and a parallelogram shape found in the painting of the tifa handle.The geometric shapes found are plane geometric shapes, while other geometric shapes are well identified.Apart from the geometric shapes found, there is a concept of approximation in making the Yapen Islands tifa.Therefore, if this is integrated into mathematics learning, it can provide broad impacts and benefits for preserving culture and creating positive characters for students in developing the culture of the local community.These results can be utilized in mathematics learning to realize contextual learning that integrates ethnomathematics.Contextual learning that integrates ethnomathematics can be used as a means of achieving students' mathematical competence as well as understanding students about local culture.Integrating local cultural insights into the mathematics learning process will make it easier for students to understand mathematical ideas, this is because students learn directly from the culture around them so that educators can easily instill noble culture which has a direct impact on character education.
Integrating ethnomathematics with appropriate learning models and materials can help students improve mathematical communication skills, critical thinking skills, and mathematical literacy skills (Bakhrodin et al., 2019).In addition, ethnomathematics is mathematics applied and used by certain cultural groups.This is consistent with (Sirate, 2012) which states that using ethnomathematics to encourage and engage students can help them overcome boredom and challenges in learning mathematics.We argue that the inclusion of ethnomathematics into the mathematics learning process will be of added benefit to students studying mathematics at all levels, from primary school to higher education.
photographs of Tifa and documentation of interview results.Meanwhile, in-depth is found on the lid and base of the tifa.A circle is a collection of points in a plane that are the same distance from a certain point (center).The properties of circles include: • Has infinite rotational symmetry • Has one-sided symmetry • Has no corner points • Line of symmetry and infinite axes Circle formula Area =  x r x r =  x r 2 Circumference = π x d = 2  r Diameter (d) = 2 × r Radius (r) = d : 2 located at the top near the TIFA cover A prism is a three-dimensional shape bounded by an identical n-shaped base and lid and square or rectangular vertical sides.An n-sided prism has n + 2 sides, 3n edges and 2n vertices.Formula from Prism The surface area of the prism and the base and cover of the n-facet can be calculated using the formula: Total area = 2 x Areabase + Pbase x h Volume = Areabase x h Notes: Areabase = area of base Pbase = perimeter of base h=height The area of the data base is adjusted and adjusted to the flat shape.Trapezoid These results are relevant to mathematics learning in SD/MI and equivalent, SMP/MTs and equivalent, SMA/SMK/MA and equivalent.At elementary school level, for example, the concepts of circles, trapezoids and parallelograms are relevant to topics related to flat shapes.Students can learn about the definition, elements, properties, perimeter and area of flat shapes.Students can also use knowledge about the concept of flat shapes to carry out problem solving related to geometric concepts.This can also be developed in mathematics learning in SMP/MTs and equivalent.As for SMA/MA/SMK and equivalent mathematics learning, you can work with geometric concepts and approximation concepts in making typas.