Exploring Traditional Games in Timbazia Village

Abstract

East Nusa Tenggara is home to several villages with traditional games that are intrinsically linked to mathematical learning contexts. However, these traditional games are often underutilized by educators in these areas as starting points for teaching mathematics. This study aims to identify the mathematical concepts embedded in these traditional games and to explore the cultural values and benefits associated with them in Timbazia village. A qualitative research methodology with an ethnographic approach was employed in this study. Data was collected through observation, interviews, and documentation from the same sources. The data analysis followed Spradley’s framework, encompassing domain analysis, taxonomy, componential analysis, and cultural themes. The findings reveal that the traditional game known as "Boy's game" encompasses various mathematical concepts, including basic geometry (such as circles, rectangles, squares, triangles, and trapeziums), the concept of a sphere as represented by the Katu ball, symmetry, probability, combinations, and arithmetic operations including addition, multiplication, and subtraction. Additionally, the game incorporates mathematical logic and elements of the Pythagorean Theorem. Beyond its mathematical dimensions, Boy's Game embodies several cultural values, including solidarity, togetherness, discipline, effective communication, acceptance of both success and failure, respect for cultural heritage, and patriotism. The benefits derived from playing Boy's Game include enhanced understanding of mathematical concepts, development of motor skills, promotion of collaborative learning, improvement in social skills, acquisition of cultural values, advancement of strategic thinking abilities, and enhanced concentration and focus.