Ethnomathematics Exploration in Panataran Temple and Its Implementation in Learning

Abstract

This research was a qualitative research with an ethnographic approach. Data obtained through observation, interview, literacy study, and documentation with Triangulation Method as data validity. This research examined the mathematical concepts of cultural elements, especially in the building of Bale Agung, Pendhopo Teras, Angkatahun Temple, Naga Temple, Induk Temple and Palah Inscription. The cultural elements studied were also in the form of technology systems used, religion, arts, language and social organization. Based on the results of the study, it was found that there were mathematical concepts that were applied to these cultural buildings, these concepts were in the form of Cuboid and Quadrilateral Prism, Numbers and Number Symbols, Geometry Transformation (Translation and Reflection), and Probability. The building at Candi Panataran can be an object of learning in school for all levels (Primary and Secondary school).

Konsep Bangun Datar Sekolah Dasar pada Struktur Candi Pari Sidoarjo

“…Peneliti sebelumnya juga menggunakan candi sebagai objek yang dieksplorasi, seperti penelitian dengan judul "Ethnomathematics Exploration In Panataran Temple And Its Implementation In Learning" yang ditemukan hasil penelitian terdapat konsep geometri pada candi penataran yaitu pada bagian struktur candi berbentuk kubus dan prisma segi empat (Munthahana and Budiarto 2020). Selain itu, juga terdapat penelitian lain yang serupa yaitu dengan judul "Ethnomathematics: geometric analysis of historical buildings ngawen temple in Magelang" Pada penelitian ini juga ditemukan konsep geometri pada candi ngawen meliputi persegi Panjang pada atap candi dan pada kaki candi berbentuk balok (Pamungkas, Zaenuri, and Wardono 2021) Berdasarkan penelitian-penelitian tersebut maka bukan tidak mungkin akan ditemukan lebih banyak lagi konsep geometri pada candi-candi di Indonesia lainnya.…”

Assessing numeracy skills on flat shapes and scaffolding forms in junior high school

“…The implementation component of numeracy cannot be separated from the content of mathematics education [25]. Numeracy elements are growing day by day; currently, numeracy literacy is divided into four elements which include numbers, measurement and geometry, algebra, and data processing [26]. Based on the results of the minimum competency assessment (MCA) carried out by the Ministry of Education and Culture (MoEC) which measures literacy and numeracy skills [27], in the city of Cirebon, which was attended by 70 high schools/equivalent with 2,048 students obtained the results that less than 50% of students have reached the minimum competency limit for numeracy.…”