Contextualizing Mathematics Problems on Farm Labor Exploitation through a Social Justice Approach in Elementary School

Penelitian ini didasari oleh adanya permasalahan kontekstual di sekolah dasar, yaitu kurangnya keterkaitan antara pembelajaran matematika dengan realitas sosial siswa. Tujuan penelitian ini yaitu mengintegrasikan pengalaman hidup buruh tani ke dalam soal matematika kontekstual berbasis keadilan sosial melalui pendekatan autoetnografi. Penelitian ini menggunakan pendekatan kualitatif transformatif dengan teknik writing critical autoethnography inquiry, writing as inquiry, dan postmodern interview. Sumber data mencakup peneliti, buruh tani, guru, dan kajian literatur. Hasil menunjukkan bahwa aktivitas buruh tani memuat konsep matematika seperti operasi aritmatika, perbandingan, persen, waktu, dan pengukuran. Soal-soal disusun dengan mengangkat isu sosial seperti upah rendah, beban kerja yang berat, dan ketidaksetaraan gender, mengacu pada pendekatan kontekstual dalam Kurikulum Merdeka dan mengadopsi indikator koneksi matematis dari NCTM (2000). Guru menilai soal relevan dan membentuk karakter siswa. Pendekatan ini dinilai potensial sebagai inovasi numerasi yang kontekstual, bermakna, dan mendorong kepedulian sosial siswa.

Kata Kunci: Autoetnografi kritis, Keadilan sosial, Matematika kontekstual, Buruh tani

This study is based on a contextual problem in elementary schools, namely the lack of connection between mathematics learning and students’ social realities. The aim of this research is to integrate the lived experiences of farm laborers into contextual mathematics problems grounded in social justice through an autoethnographic approach. This study employs a transformative qualitative approach using techniques such as writing critical autoethnography inquiry, writing as inquiry, and postmodern interview. The data sources include the researcher, farm laborers, elementary school teachers, and relevant literature. The results show that farm labor activities reflect mathematical concepts such as arithmetic operations, comparisons, percentages, time, and measurement. The problems were designed to highlight social issues such as low wages, heavy workloads, and gender inequality, referring to the contextual approach of the Merdeka Curriculum and adopting the mathematical connection indicators from NCTM (2000). Teachers found the problems relevant to students’ lives and supportive of character development. This approach shows potential as an innovative, meaningful, and socially aware numeracy practice.

Keywords: Critical autoethnography, Social justice, Contextual mathematics, Farm laborers.