The Geometry of Ijo Temple: Bridging Cultural Heritage and Mathematical Learning through Ethnomathematics

Abstract

Ethnomathematics examines the relationship between mathematics and cultural practices, highlighting mathematical concepts embedded within diverse cultural contexts. Ijo Temple, located approximately 4 km southeast of Ratu Boko Temple and 18 km east of Yogyakarta, stands as a prominent cultural site in Indonesia. While prior studies have explored mathematical elements within cultural heritage, limited attention has been given to the geometric concepts inherent in Ijo Temple's architecture. This study bridges this gap by analyzing the temple's architectural geometry through an ethnographic lens, guided by four key research questions: “Where do I observe?”, “How do I investigate?”, “How do I identify significant findings?”, and “How do I interpret these findings?”. The investigation uncovers various geometric sub-concepts, validated in collaboration with geometry experts. These include (1) planar geometry, encompassing triangles, rectangles, squares, trapezoids, and circles; (2) spatial geometry, such as cubes, rectangular prisms, and cylinders; (3) geometric transformations, including translation, reflection, and dilation; and (4) congruence principles. Beyond contributing to the academic discourse on geometric applications within cultural heritage, this research underscores the potential of culturally contextualized learning to enhance students' mathematical understanding.