000161685 001__ 161685
000161685 005__ 20251017144553.0
000161685 0247_ $$2doi$$a10.23917/jramathedu.v10i2.10441
000161685 0248_ $$2sideral$$a144236
000161685 037__ $$aART-2025-144236
000161685 041__ $$aeng
000161685 100__ $$aKhasanah, B.A.
000161685 245__ $$aThe beauty of mathematics in Indonesian culture: An impactful and meaningful context in number patterns learning
000161685 260__ $$c2025
000161685 5060_ $$aAccess copy available to the general public$$fUnrestricted
000161685 5203_ $$aThe integration of cultural heritage into mathematics learning remains underexplored, particularly in the context of Indonesian traditional arts. Existing mathematics curricula often overlook the potential of local cultural artifacts to contextualize abstract mathematical concepts. This study addresses this gap by investigating the mathematical structures embedded within Batik Lampung motifs, highlighting their novelty in representing numerical patterns through culturally significant designs. The primary aim of this research is to explore and analyze mathematical pattern concepts—specifically odd and even arithmetic sequences, square numbers, rectangular numbers, and constant sequences—within the Siger, Gajah, Pucuk Rebung, Sembagi, and Kapal motifs of Batik Lampung, while also uncovering their underlying philosophical meanings. Employing a qualitative ethnographic approach, the study collected data through visual documentation, direct observation, semi-structured interviews, and literature review. The findings reveal the presence of arithmetic sequences, square and rectangular number patterns, and constant sequences, each reflecting cultural values such as sustainable growth, balance, perfection, and continuity. These results underscore the potential of Batik Lampung as a meaningful and contextual medium for mathematics instruction. This study contributes to the development of culturally responsive teaching strategies aimed at enhancing students' mathematical understanding and motivation through the incorporation of local cultural heritage.
000161685 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttps://creativecommons.org/licenses/by-nc/4.0/deed.es
000161685 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000161685 700__ $$aPrahmana, R.C.I
000161685 700__ $$aAdiputra, S.
000161685 700__ $$0(orcid)0000-0002-7725-3917$$aArnal-Palacián, M.$$uUniversidad de Zaragoza
000161685 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática
000161685 773__ $$g10, 2 (2025), 68-80$$pJRAMathEdu (J. res. adv. math. educ.) (Surakarta)$$tJRAMathEdu (Journal of research and advances in mathematics education)$$x2503-3697
000161685 8564_ $$s958297$$uhttps://zaguan.unizar.es/record/161685/files/texto_completo.pdf$$yVersión publicada
000161685 8564_ $$s3148870$$uhttps://zaguan.unizar.es/record/161685/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000161685 909CO $$ooai:zaguan.unizar.es:161685$$particulos$$pdriver
000161685 951__ $$a2025-10-17-14:12:28
000161685 980__ $$aARTICLE