Ethnomathematics Exploration of Geometry Concepts for Grade V at the Surabaya Education Museum as a Cultural Heritage

Abstract

This study aims to explore concepts of 2D and 3D geometry within the architectural elements of the Surabaya Education Museum a designated cultural heritage site and to describe the perceptions of fifth grade elementary school students regarding these concepts through an ethnomathematical approach. While ethnomathematics research is extensive, studies exploring geometric concepts in cultural heritage buildings while incorporating student perceptions as a mathematics learning resource remain limited. This study employs a qualitative approach using an ethnographic method. Data collection involved direct observation at the museum, in depth interviews with museum management and fifth grade students from SDN Kaliasin I Surabaya, and documentation including photographs and field notes of the research objects. The exploration revealed the application of 2D geometric concepts, such as triangles in the gable, squares in the floor tiles, rectangles in the doors, squares in the windows, and rhombuses in the transom grille ornaments. Regarding 3D geometric concepts, rectangular prisms and cylinders were identified in the main pillar structures, triangular prisms in the corridor roofs, and spheres in the building's pinnacle ornaments. Student perceptions were positive; students were able to recognize geometric objects in a concrete manner and expressed that cultural heritage based mathematics learning created an enjoyable learning atmosphere. These findings demonstrate that cultural heritage sites can serve as contextual learning resources that support the understanding of geometric concepts while fostering students' awareness and appreciation of local cultural heritage.