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All Journal Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Riemann : Research of Mathematics and Mathematics Education
Mochammad Reval Ardhi Yudi Prayogo
Universitas Negeri Surabaya
Education Mathematics Social Sciences

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Mathematical Ideas Embedded in Betawi Wedding Symbols: An Ethnomathematics Study in Setu Babakan, Jakarta Alya Humairo; Rini Setianingsih; Mochammad Reval Ardhi Yudi Prayogo
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 2 (2026): JRPIPM AGUSTUS 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n2.p215-231

Abstract

Mathematics is often perceived as a rigid discipline detached from cultural contexts, whereas many traditional practices embody mathematical concepts. Betawi wedding symbols were chosen due to their cultural significance and their potential to reveal mathematical ideas that remain insufficiently explored. This study aims to explore ethnomathematics in Betawi wedding symbols and examine their potential as contexts for mathematics learning in schools. A qualitative approach was employed, and the study was conducted at the Betawi Cultural Village of Setu Babakan. The participants consisted of Betawi cultural figures and cultural practitioners. Data were collected through field notes, semi-structured interviews, and documentation using observation sheets, interview protocols, and documentation records as research instruments. The data were analyzed using NVivo 12 software through matrix coding techniques based on Bishop’s six fundamental mathematical activities. The findings revealed that ethnomathematical exploration and mathematical context analysis of Betawi wedding symbols demonstrate their potential to serve as meaningful contexts for mathematics learning. The identified contexts include solid geometry in Peti Sie, translation in Alpie, ratio and scale in Roti Buaya. These contexts can be used as a means of constructing students’ understanding of mathematical concepts through authentic cultural situations. Unlike previous ethnomathematics studies, this study connects Betawi wedding symbols with specific mathematical concepts and demonstrates their potential as meaningful contexts for school mathematics learning.  Therefore, the findings indicate that local culture can be utilized as a source of mathematical learning contexts that support meaningful learning while also inspiring teachers to integrate cultural elements into the learning process.
Bridging Cultural Heritage and Mathematics: Ethnomathematical Exploration of Penataran Temple Architecture in Blitar Mochammad Reval Ardhi Yudi Prayogo; Rini Setianingsih
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 2 (2026): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i2.249

Abstract

Mathematics and culture are closely interconnected, as cultural artifacts often embody mathematical ideas through their forms, structures, and patterns. Ethnomathematics provides a framework for examining this relationship by revealing mathematical concepts embedded in cultural heritage. This study aims to identify and analyze the mathematical concepts found in the architecture of Penataran Temple, Blitar, Indonesia. The research employed a qualitative design with an ethnographic approach. Data were collected through observation and documentation of the temple's architectural elements and were analyzed using visual and structural interpretation. The findings reveal various mathematical concepts, including two-dimensional and three-dimensional geometry, symmetry, geometric transformations, slope, proportional relationships, and repetitive patterns represented in the temple architecture. These findings indicate that cultural heritage embodies structured mathematical knowledge and demonstrate the relevance of ethnomathematics in uncovering mathematical ideas within local cultural contexts. This study contributes to the development of ethnomathematics by highlighting architectural heritage as a meaningful source of mathematical insight and contextual learning.
Co-Authors Alya Humairo Setianingsih, Rini