Site of research
Researchers need to determine in advance about the research site, such as whether the research is conducted in single-site or multiple-site research (Blommaert & Jie, 2010). After deciding on the research site, the researcher needs to position himself as someone who wants to know what happened at the site. This is expressed by Heath & Street (2008, p. 17) by stating, "what ethnographers really want to know is "What is happening here in the field site(s) I have chosen?".
I would like to conduct research on batik (cultural costume in Indonesia) patterns made by students in Mojokerto, Indonesia. This study aims to explore ethnography of the concept of geometry in Mojokerto batik pattern, the philosophy contained in it, and its use in teaching geometry concepts in schools. Hymes (1982, p. 23) explained the importance of cultural pattern in ethnography by writing that “one needs to find out something of the range of cultural patterning, once cultures are investigated from the new point of view”.
Batik has become a culture in Indonesia and was designated as a world heritage by UNESCO on October 2, 2009 (Haryanto & Priyanto, 2013). Therefore, every October 2 is celebrated as Batik Day in Indonesia. Etymologically, the word batik is taken from the Javanese language, namely the words amba and titik. Amba means wide, wide, cloth, while titik has the meaning as a point or matik (verb of drawing a point) (Ulum, Budiarto, & Ekawati, 2018).
Mojokerto city is chosen because Mojokerto is an area in Indonesia with a very close relationship with the Majapahit kingdom. The Majapahit Kingdom was the largest kingdom in Indonesia in the past (Evers, 2016). In other words, the election of the city of Mojokerto becomes very relevant as a representative city of Indonesia.
I choose 1 Senior High School Mojokerto and 1 Senior High School Puri as research sites because these two schools provide batik-making training to students once a week. In addition, the selection of research locations in schools is essential, as stated by Heath & Street (2008, p. 17) that “since the 1990s, classrooms have become the most frequently researched site of ethnographers”. While students are making batik in the live recording process, I will be assisted by two educators in Mojokerto, namely Rizky Oktaviana Eko Putri and Feriyanto. The selection of these two people in helping to record batik activities is that they have conducted ethnographic research so that it will be easier to take record video in ethnographic research. In addition, these two educators live in Mojokerto, and they have access to schools in Mojokerto. Blommaert & Jie (2010) stated that it is essential to have contacts who are very knowledgeable about the research sites.
Blommaert, J. & Jie, D. (2010). Ethnographic fieldwork, 2nd ed. Multilingual Matters.
Evers, H. D. (2016). Nusantara: History of a concept. Journal of the Malaysian Branch of the Royal Asiatic Society, 89(1), 3-14.
Haryanto, J. O., & Priyanto, S. H. (2013). Recent future research in consumer behavior: A better understanding of Batik as Indonesian heritage. Researchers World, 4(4), 32-40.
Heath, S. B. & Street, B. V. (2008). On Ethnography: Approaches to Language and Literacy
Research. Teachers College Press
Hymes, D. (1982). What is ethnography? In Children in and out of school : Ethnography and education (pp. 21–32). Center for Applied Linguistics.
Ulum, B., Budiarto, M. T., & Ekawati, R. (2018). Etnomatematika pasuruan: Eksplorasi geometri untuk sekolah dasar pada motif batik Pasedahan Suropati. Jurnal Review Pendidikan Dasar: Jurnal Kajian Pendidikan Dan Hasil Penelitian, 4(2), 686-696.