RESUMO
Kentongan (bamboo instruments), a traditional Javanese communication tool, continues to exist to this day, and its existence is based on its function, especially in the Java mountains. Therefore, this study aimed to analyze and uncover local wisdom behind the social construction of the Kentongan, exploring the practical and symbolic meanings and the societal and cultural implications. It also explored the community's local knowledge regarding the mitigation of disasters (disaster risk reduction), as well as its cultural heritage within the community's social fabric. To unravel knowledge held by the local community, a qualitative method using a phenomenological approach was adopted, complemented by a thorough review of relevant literature. Furthermore, the snowball approach was employed to select informants, focusing on identifying key individuals who were cross-verified through member checks. The village head and the elders were identified as the key informants, and the data collected were analyzed using an interactive model. The results showed that Kentongan served as a telecommunication tool to signal disasters, alert individuals of dangerous situations, and indicate the presence of fire. Additionally, it served as a means to assemble people or initiate prayers, and the conveyed messages could be inferred through the number of beats and the sounds produced. Empathy and social solidarity emerged as the underlying social values embedded within Kentongan. The associated significance and symbolism were actively practiced and passed down through generations within the community. As a form of indigenous knowledge, Kentongan held great relevance in the lives of the local population, thereby presenting the potential to be integrated into educational contexts as a valuable source of learning.
RESUMO
In the context of sustainable education, remote areas require special treatment. However, teachers are not evenly distributed in terms of quantity and quality. Adaptable, creative, and innovative teachers are needed in remote areas. Therefore, universities must prepare preservice teachers to teach in these places. This study explores indigenous artifacts from local communities related to mathematical content that preservice teachers can adopt to design lesson plans using available resources. Data were collected through the artifacts of indigenous people in a mountainous region on the border of Yogyakarta and Central Java, Indonesia, and the math curriculum content was examined. The relational ideas of the artifacts and the math curriculum content were analyzed. Based on the results, this study shows that artifacts can be incorporated into math learning materials. Elaborating on the artifacts can potentially relate culture and math in the classroom. The artifacts contain mathematical value and are close to students' thoughts. Hence, preservice math teachers can use them to design lesson plans, particularly for math learning. By understanding artifacts in remote areas, preservice teachers will have a particular capability for preparing lesson plans relevant to students' environment for sustainable education.
