Andi Saparuddin Nur, Kartono, Zaenuri, Rochmad
Cultural integration in mathematics learning has been widely discussed both theoretically and practically. However, teachers' perceptions have not been revealed much in positioning culture-based mathematics learning in the classroom. The teacher as the spearhead of learning has an important role to ensure that cultural concepts do not become a barrier to student success. The purpose of this study was to obtain the teacher's perception descriptively in culture-based mathematics learning, especially from readiness of teachers. This research is a quantitative descriptive with a survey approach. The number of participants was 27 mathematics teachers in Jeneponto Regency, South Sulawesi Province. The research instrument used a questionnaire sheet that included 40 statement items. Data collection is done through google forms and direct distribution in schools. The data collected were analyzed descriptively by grouping responses and statements based on indicators. The results showed that the perception of most teachers agreed that mathematics can be found in various cultural elements. Teacher education and training related to culture-based learning are needed to support the successful application of ethnomathematics in the classroom. Most teachers agree that cultural integration in learning mathematics can motivate students. Teachers agree that mathematics and culture are interrelated, but selective content segregation is required. Most teachers perceive values and characters as relevant in culture-based mathematics learning activities. © 2022 Author(s).
Department of Mathematics Education, Universitas Negeri Semarang, Jl. Kelud Utara III, Semarang, Indonesia
