Algoritma Berhitung Blija ̂h: Alternatif Pembelajaran Operasi Penjumlahan dan Pengurangan

Loviga Denny Pratama, Wahyu Setyaningrum


The aim of this study was to describe arithmetic algorithm on transaction em­ployed by Blij h. The study was a qualitative approach by means of case study in Madurese community. The data were gathered through observation and interviews. The partisipants of this study were 8 Blij h living in Paiton, Probolinggo. The data were analyzed using Miles & Huberman model. The results of this study obtained some arithmatics algorithm of addition, subtraction, multipication, and division. This paper, however, will only focus on addition and subtraction algorithm. The data reveals that there are several differences in the algorithm used by Blij h and the one taught at school. The results of this study could be used as one of teaching and learning approach to develop numerical and mental calculation skills.


arithmetics algorithm; Blija ̂h; addition;subtraction


Barta, J., & Shockey, T. 2006. The Mathematical Ways of an Aboriginal People: The Northern Ute. Journal of Mathematics and Culture. Vol. 1, No. 1, Hal. 79–89.

Hartoyo, A. 2012. Etnomatematika pada Budaya Masyarakat Dayak Perbatasan Indonesia-Malaysia. Jurnal Penelitian Pendidikan. Vol. 13, No. 1, Hal. 29 – 40.

Heirdsfield, A. M. 2003. “Spontaneous” Mental Computation Strategies. Proceedings of the 27th Conference of the International Group for the Psychology of nMathematics Education Held Jointly with the 25th Conference of PME-NA, 3, 55–62.

Hilbert, J., & Carpenter, T. P. 1992. Learning with Understanding. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning. A project of NCTM. New York: Macmillan.

Marzuki. 2011. Meningkatkan Prestasi Belajar Perkalian Bersusun Menggunakan Model Kooperatif TAI pada Siswa Kelas IV SD Negeri 3 Meurah Dua. Lentera Pendidikan. Vol. 11, No. 2, Hal. 31 – 39.

Matang, R. 2002. The Role of Ethnomathematics in Mathematics Education in Papua New Guinea: Implications for mathematics curriculum. Journal of Educational Studies. Vol. 24, No. 1.

Miles, M. B., & Huberman, A. M. 1994. Qualitative Data Analysis: An Expanded Sourcebook. 2nd ed. CA: Sage.

Petocz, P., & Reid, A. 2003. What on earth is sustainability in mathematics ?, 32, 135–144.

Rifai, A. 2007. Manusia Madura. Yogyakarta: Pilar Media.

Salma, U., & Amin, S. M. 2014. Profil Kemampuan Estimasi Siswa Sekolah dalam Menyelesaikan Soal Cerita. Jurnal Ilmiah Pendidikan Matematika, 3(1).

Sirate, F. S. 2012. Implementasi Etnomatematika dalam Pembelajaran Matematika pada Jenjang Pendidikan Sekolah Dasar. Lentera Pendidikan. Vol. 15, No. 1, Hal. 41 – 54.

Sowder, L. 1988. Children’s solutions of story problems. Journal of Mathematical Behavior. Vol. 7, Hal. 227–238.

Sutoko. 1998. Geografi Dialek Bahasa Madura. Jakarta: Ministry of National Education and Culture.

Thompson, I. 1999. Mental Calculation Strategies for Addition and Subtraction (Part 1). Mathematics in School, November, 2–4.

Ubayanti, C. S., Lumbantobing, H., & Manurung, M. M. H. 2016. Eksplorasi Etnomatematika pada Sero (SET NET): Budaya Masyarakat Kokas Fakfak Papua Barat. Jurnal Ilmiah Matematika Dan Pembelajarannya. Vol. 2, Hal. 11–17.

Vallori, A. B. 2014. Meaningful learning in practice. Journal of Education and Human Development. Vol. 3, No. 4, Hal. 199 – 209.



  • There are currently no refbacks.

Indexing by: