The Need Analysis of Developing Ethnomathematics and Tri-N (Niteni, Nirokke Nambahi) in Improving Critical Reasoning Dimensions Through Mathematics Learning in Inclusive Schools

Abstract

The character of students with intellectual disabilities requires learning to be carried out continuously with repeated material. Students with intellectual disabilities have cognitive abilities far below average so their memory is short. The use of Tri-N (niteni,nirokke, nambahi) forces students to help students in mathematics learning. Application of the Tri-N concept in learning Mathematics emphasizes the development of critical reasoning dimensions. This study aims to analyze Ethnomathematics and Tri-N in improving critical reasoning dimensions through mathematics learning in inclusive Schools. This study uses a qualitative descriptive research method. This research result is through the three stages of Tri-N, students are trained to develop critical reasoning dimensions for students with special needs. It is important to develop critical reasoning dimensions for students with special needs Implementing ethnomathematics and Tri-N in mathematics learning creates a different learning atmosphere and has the impact of developing critical reasoning dimensions in students, even at a small level. This effort must be carried out continuously with simple material so that students can remember learning material longer. This research concludes that the ethnomathematics approach and the Niteni, Nirokke, and Nambahi educational concepts from Ki Hajar Dewantara are relevant and can continue to be applied in mathematics learning. The implication of this research as a reference for teachers and other research.