Dance and Mathematics: Elementary Spatial Mathematics Problems Using the Context of the Kembang Kahyangan Dance

Abstract

The problem faced by elementary school students in learning mathematics is the difficulty in understanding geometric concepts, which tend to be abstract due to low spatial ability and insufficient real-life contexts. This study aimed to contextualize spatial mathematics problems using the Kembang Kahyangan Dance from Bojonegoro as an effort to design contextual and meaningful mathematics learning. This study employed a Research and Development (R&D) design using a modified ADDIE model up to the development stage. Data were analyzed using a qualitative descriptive approach by describing the process of contextualizing the spatial mathematics problems produced. The developed problems integrate two-dimensional shape concepts aligned with the Learning Outcomes of the Merdeka Curriculum and are designed based on Van Hiele’s levels of geometric thinking specifically in the levels of visualization, analysis and informal deduction. The findings of this study indicate that local cultural contexts can be effectively utilized in the development of mathematics problems to identify students’ spatial abilities. In addition to enhancing the understanding of geometric concepts, the development of culture-based problems also contributes to the preservation of local culture and the implementation of contextual learning in elementary schools. Hence, this study is expected to serve as a reference for the development of culture-based learning resources aligned with the ethnomathematics approach.