Eksplorasi etnomatematika pada masjid nurul anwar untuk pembelajaran bangun datar dan ruang di mts
DOI:
https://doi.org/10.31980/pme.v4i1.2655Keywords:
Ethnomathematics, Geometry, Nurul Anwar Mosque, Etnomatematika, Geometri, Masjid Nurul AnwarAbstract
Abstract
This study explores ethnomathematics in the architecture of Nurul Anwar Mosque as a medium for teaching geometry to students at MTs. Mambaul Ulum Banjarejo. The mosque's architectural elements represent various mathematical concepts, such as plane figures (rectangles, rhombuses, circles), solid figures (hemispheres, cylinders, cuboids), and geometric transformations (rotation, reflection). This research employs a descriptive qualitative approach with ethnomathematics exploration methods. Data were collected through observation, interviews, documentation, and geometric measurements. The results indicate that the mosque's geometric elements can be integrated into mathematics education to enhance students' understanding of geometry in a contextual and practical manner. This approach not only makes learning more engaging and relevant but also preserves local cultural values. Integrating ethnomathematics into culturally-based education fosters appreciation for cultural heritage while strengthening students' identity in the context of Islamic education.
Abstrak
Penelitian ini mengkaji eksplorasi etnomatematika pada arsitektur Masjid Nurul Anwar sebagai media pembelajaran geometri untuk siswa MTs. Mambaul Ulum Banjarejo. Masjid ini memiliki elemen arsitektural yang mencerminkan berbagai konsep matematika, seperti bangun datar (persegi panjang, belah ketupat, lingkaran) dan bangun ruang (setengah bola, tabung, balok), serta transformasi geometri (rotasi, refleksi). Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode eksplorasi etnomatematika. Data dikumpulkan melalui observasi, wawancara, dokumentasi, dan pengukuran geometris. Hasil penelitian menunjukkan bahwa elemen geometris masjid dapat diintegrasikan dalam pembelajaran matematika untuk meningkatkan pemahaman siswa terhadap konsep geometri secara kontekstual dan aplikatif. Pendekatan ini tidak hanya membuat pembelajaran lebih relevan dan menarik, tetapi juga melestarikan nilai budaya lokal. Integrasi etnomatematika dalam pendidikan berbasis budaya mampu menanamkan apresiasi terhadap warisan budaya sekaligus memperkuat identitas siswa dalam konteks pendidikan Islam.
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