EKSPLORASI RUMAH ADAT MEKONGGA SEBAGAI KONTEKS PEMBELAJARAN MATEMATIKA

Arma Wangsa; Marniati Marniati; Sitti Mutia Umasugi

doi:10.21831/pythagoras.v19i2.77937

EKSPLORASI RUMAH ADAT MEKONGGA SEBAGAI KONTEKS PEMBELAJARAN MATEMATIKA

Arma Wangsa, Program Studi Pendidikan Matematika, Universitas Sembilanbelas November Kolaka, Indonesia, Indonesia
Marniati Marniati, Program Studi Pendidikan Matematika, Universitas Sembilanbelas November Kolaka, Indonesia, Indonesia
Sitti Mutia Umasugi, Program Studi Pendidikan Matematika, Universitas Negeri Yogyakarta, Indonesia, Indonesia

10.21831/pythagoras.v19i2.77937

Abstract

Pembelajaran matematika di sekolah masih cenderung menggunakan konteks-konteks yang kurang dipahami secara mendalam oleh peserta didik. Oleh karena itu, inovasi konteks dalam pembelajaran matematika sangat diperlukan, salah satunya dengan menggunakan rumah adat sebagai representasi geometri yang dekat dengan kehidupan sehari-hari. Penelitian ini bertujuan untuk mengeksplorasi rumah adat Mekongga di Kabupaten Kolaka sebagai konteks pembelajaran geometri. Metode kualitatif deskriptif digunakan dalam penelitian ini untuk mengeksplorasi replika rumah adat Mekongga. Eksplorasi dilakukan dengan memilih dua informan secara purposive, yaitu masyarakat dan pakar budaya Mekongga. Data dikumpulkan melalui observasi dan wawancara, kemudian dianalisis untuk menemukan konsep-konsep matematika yang terkandung dalam desain rumah adat tersebut. Hasil penelitian menunjukkan bahwa rumah adat Mekongga dapat diintegrasikan sebagai konteks pembelajaran geometri di sekolah, khususnya pada konsep bangun dua dimensi, seperti segitiga, kesebangunan segitiga, persegi, persegi panjang, dan belah ketupat. Selain itu, konteks ini juga relevan untuk digunakan dalam kegiatan pembelajaran konsep transformasi geometri, mencakup refleksi, rotasi, dan translasi, serta pengenalan bangun tiga dimensi seperti balok dan prisma segitiga. Dengan demikian, menggunakan rumah adat Mekongga sebagai konteks pembelajaran tidak hanya memperkaya konteks materi matematika, tetapi juga memperkenalkan nilai-nilai budaya lokal kepada peserta didik.

Keywords

etnomatematika; konteks pembelajaran matematika; konsep geometri; rumah adat Mekongga

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DOI: https://doi.org/10.21831/pythagoras.v19i2.77937