Hamemayu Hayuning Bawana Philosophy as a Pedagogical Foundation for Contextual Environmental Statistics Learning
DOI:
https://doi.org/10.69714/mvarwh47Keywords:
Hamemayu Hayuning Bawana, Statistics Learning, Local Wisdom, Environmental AwarenessAbstract
This study aims to examine the integration of Hamemayu Hayuning Bawana into Phase E statistics learning at SMA Muhammadiyah Mlati and its contribution to meaningful, contextual, and environmentally responsible mathematics learning. A qualitative case study design was employed involving a mathematics teacher and Phase E students. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed through data reduction, data display, and conclusion verification using source and technique triangulation. The findings show five main aspects: environmental contexts were integrated into statistics learning; students used statistical concepts to identify environmental conditions; critical and responsible attitudes toward data were developed; collaboration and environmental responsibility were strengthened; and students formulated reflective, action-oriented recommendations. The integration of Hamemayu Hayuning Bawana enabled students to connect statistical concepts with real environmental issues while developing statistical literacy, critical thinking, collaboration, awareness, and responsibility. The study concludes that local Javanese philosophy can function as a cultural, pedagogical, and ethical foundation for contextual statistics learning and sustainable environmental action.
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