Teachers’ Perceptions in Nunukan Regency Regarding the Integration of Tidung Culture in Mathematics Learning
DOI:
https://doi.org/10.37630/bijee.v4i2.5077Keywords:
Tidung Culture, Teacher Perception, Teacher Experience, Mathematics LearningAbstract
Mathematics and culture have a very close relationship and have been extensively studied since 2016. However, there is one culture that is rarely addressed in research regarding the implementation of culture in mathematics learning: the Tidung culture. This study aims to uncover teachers’ perceptions and experiences of implementing Tidung culture in mathematics education in Nunukan Regency. This is a descriptive study involving 37 teachers in Nunukan Regency. Data were collected via a Google Forms questionnaire containing both closed-ended and open-ended questions. The findings indicate that the majority of teachers hold a positive attitude toward integrating Tidung culture and consider it important. However, there is a cognitive dissonance, as this positive attitude is not yet fully grounded in a solid understanding of the connection between mathematics and Tidung culture. There is also a significant gap between perception and practice in the field. Teachers’ experience in integrating or creating Tidung culture-based teaching materials remains very limited. Nevertheless, teachers demonstrate initiative to pursue integration even without having attended any training. These findings indicate the need for teacher professional development programs that go beyond mere theoretical presentation to include practical application and evaluation.
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