AN ETHNOMATHEMATICS STUDY OF SANGHYANG DORA HILL AS A GEOMETRY LEARNING CONTEXT TO DEVELOP STUDENTS' SPATIAL ABILITIES

Abstract

Abstrak: Penelitian ini bertujuan untuk mengeksplorasi konsep geometri pada Bukit Sanghyang Dora dalam perspektif etnomatematika serta mengkaji keterkaitannya dengan kemampuan spasial siswa. Penelitian menggunakan pendekatan kualitatif dengan jenis eksploratif-deskriptif. Data dikumpulkan melalui observasi, dokumentasi visual, dan studi literatur. Objek yang dianalisis berupa lanskap Bukit Sanghyang Dora yang memperlihatkan bentuk bukit, lereng, kontur permukaan, arah pandang, dan perspektif ruang. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan mengidentifikasi unsur-unsur geometri yang tampak pada dokumentasi visual. Hasil penelitian menunjukkan bahwa Bukit Sanghyang Dora memuat berbagai konsep geometri, yaitu bentuk bukit menyerupai kerucut atau limas tidak beraturan, titik puncak, alas, tinggi, sisi miring atau garis pelukis, lereng sebagai bidang miring, kontur permukaan, sudut elevasi, dan perspektif ruang near–middle–far. Konsep-konsep tersebut berpotensi mendukung kemampuan spasial siswa, terutama visualisasi spasial, orientasi spasial, relasi spasial, dan representasi ruang. Kontribusi penelitian ini adalah memberikan alternatif sumber belajar geometri berbasis potensi lokal Majalengka yang kontekstual, visual, dan relevan untuk pembelajaran matematika di SMA.

Kata Kunci: etnomatematika, geometri, Bukit Sanghyang Dora, kemampuan spasial, pembelajaran kontekstual.

Abstract: This study aims to explore geometric concepts at Sanghyang Dora Hill from an ethnomathematical perspective and examine their relationship with students' spatial abilities. A qualitative approach with an exploratory-descriptive design was employed. Data were collected through observation, visual documentation, and literature review. The objects of analysis included the landscape of Sanghyang Dora Hill, specifically its shape, slopes, surface contours, lines of sight, and spatial perspectives. Data analysis involved reduction, presentation, and conclusion drawing by identifying geometric elements visible in the visual documentation. The results indicate that Sanghyang Dora Hill embodies various geometric concepts, such as a hill shape resembling a cone or an irregular pyramid, a peak, a base, height, slant height (or generatrix), slopes acting as inclined planes, surface contours, angles of elevation, and near-middle-far spatial perspectives. These concepts have the potential to support students' spatial abilities, particularly spatial visualization, spatial orientation, spatial relations, and spatial representation. This study contributes an alternative geometry learning resource based on the local potential of Majalengka—one that is contextual, visual, and relevant for high school mathematics education.

 Keywords: ethnomathematics, geometry, Sanghyang Dora Hill, spatial abilities, contextual learning.