ETHNOMATHEMATICS EXPLORATION OF THE ARCHITECTURE OF THE GREAT MOSQUE PEMALANG AS A SOURCE OF LEARNING MATHEMATICS IN THE 2013 CURRICULUM

Abstract

This research was conducted to find out: 1) How is the ethnomathematics found in the architecture of the Great Mosque of Nurul Kalam Pemalang? 2) How are the results of ethnomathematics in the architecture of the Great Mosque of Nurul Kalam Pemalang as a source of learning mathematics in line with the 2013 Curriculum? The method used is descriptive qualitative with an ethnographic study approach. Data collection techniques were carried out through interviews, observation, and documentation. The interview process was conducted to find out the cultural values ​​in the architecture of the Great Mosque of Nurul Kalam Pemalang. While the observation process was carried out to determine the ethnomathematics of the architecture of the Great Mosque of Nurul Kalam Pemalang. The results of this study indicate that there are ethnomathematics in the form of flat geometry and spatial geometry. The geometric elements are triangles, squares, rectangles, trapezoids, circles, cubes, tubes, and pyramids. Mathematics learning resources in the architecture of the Great Mosque of Nurul Kalam Pemalang are in line with the 2013 Curriculum, contained in the mathematics learning materials for class VII SMP/MTs with quadrilaterals and triangles, class VIII SMP/MTs with materials on circles and flat-sided spaces, class IX SMP/MTs with building materials curved side space