Ethnomathematics Journal Volume 7, No. 1, March 2020 (13-20) Online: http://journal.uny.ac.id/index.php/ethno ISSN: 0000-0000 Application of the reflection concept in majejahitan activity Jero Budi Darmayasa 1 *, Wahyudin Wahyudin 2 , Tatang Mulyana 3 1 Mathematics Education, Universitas Borneo Tarakan. Jl. Amal Lama Kampung Enam No. 1, Pantai Amal, Tarakan, North Kalimantan, Indonesia. 2 Mathematics Education, Universitas Pendidikan Indonesia. Jl. Dr. Setiabudi No. 229, Isola, Sukasari, Bandung, West Java 40154, Indonesia. 3 Graduate School, Universitas Siliwangi. Jl. Siliwangi No. 24, Kahuripan, Tawang, Tasikmalaya, West Java 46115, Indonesia. jerosongan@gmail.com * Corresponding Author INTRODUCTION Ethnomathematics has become a hot topic for discussion in recent years. The use of the word ethno exists in several other fields, such as ethnobotany, ethnomethodology, etc. The addition of the word ethno refers to the cultural aspect. Therefore, ethnomathematics itself can be interpreted as the relationship between mathematics, cultural anthropology, and mathematical modeling (Orey & Rosa, 2006). D'Ambrosio (in Scott, 2011) states that ethnomathematics consists of three parts namely Ethno+Mathema+Tics. Each part of the word is related to certain aspects. Ethno is related to culture, Mathema is concerned with mathematical activities including explaining and understanding, and Tics means art or technique. Referring to the definition of every word of ethnomathematics, it can be interpreted that ethnomathematics is a technique in the culture of the society that uses mathematical concepts. Along with the increasing frequency of research related to ethnomathematics, understanding and naming of ethnomathematics experiences differences in various countries and various studies. In Indonesia, ethnomathematics is better known as ethnomatematika. Mathematics education practitioners and practitioners conduct various studies in the field of ethnomathematics studies. ARTICLE INFO ABSTRACT Article History Received: 23 October 2019; Revised: 4 May 2020; Accepted: 4 February 2020 Keywords Majejahitan; Bali Mula society; Ethnomathematics; Reflection This research is qualitative research with case study method. The focus of this research is to explore the value of ethnomathematics in the culture of the Bali Mula society in the Kintamani sub-district, Bali Province. The research starts from the exploration phase of ethnomathematics, mapping ethnomathematics with school mathematics, explores aspects of pedagogy in the preservation of ethnomathematics and concludes on how ethnomathematics is applied to mathematics learning in schools. Data collection was carried out through observation of mejejahitan activities carried out by Bali Mula women. Data from observations are then linked to the results of documentation analysis and strengthened by the results of interviews. The triangulation method is carried out to check the validity of the research data. Based on the results of data analysis there is a relationship between the activities of mejejahitan with school mathematics. The mathematical concepts contained in the majejahitan activity that is reflecting (reflecting) and predicting or predicting patterns. Because there is a relationship between majejahitan activities with school mathematics, it can be said that there are ethnomathematics values in the culture of the Bali Mula society in Kintamani District, Bali Province. This is an open access article under the CC-BY-SA license.