Suatu Desain Bahan Ajar Ethnomatematika Arsitektur Rumah Gadang Melalui Pendekatan Deep Learning

Amelia  Chairani; Adinda Purnama Afifah; Aulia Zakia Khasanah; Wati Susilawati; Wildatus Sholihah

doi:10.46918/equals.v8i2.2773

Authors

Amelia Chairani Pendidikan Matematika, Fakultas Tarbiyah dan Keguruan, UIN Sunan Gunung Djati Bandung
Adinda Purnama Afifah Pendidikan Matematika, Fakultas Tarbiyah dan Keguruan, UIN Sunan Gunung Djati Bandung
Aulia Zakia Khasanah Pendidikan Matematika, Fakultas Tarbiyah dan Keguruan, UIN Sunan Gunung Djati Bandung
Wati Susilawati Pendidikan Matematika, Fakultas Tarbiyah dan Keguruan, UIN Sunan Gunung Djati Bandung
Wildatus Sholihah Pendidikan Matematika, Fakultas Tarbiyah dan Keguruan, UIN Sunan Gunung Djati Bandung

DOI:

https://doi.org/10.46918/equals.v8i2.2773

Keywords:

Ethnomathematics, Rumah Gadang Architecture, Deep Learning, Teaching Material Design, Contextual Mathematics

Abstract

This study aims to develop mathematics teaching materials grounded in ethnomathematics by integrating architectural features of the Minangkabau Rumah Gadang through the application of Deep Learning technology. This approach is designed to promote contextual, interactive, and adaptive learning experiences that address students’ diverse needs while fostering cultural awareness in mathematics education. The research employed a Research and Development (R&D) methodology following the Borg and Gall model, encompassing systematic stages of design, development, and validation. The study involved 15 high school students, and expert validation was conducted by three specialists in mathematics education and instructional technology. The validation results demonstrated a 90% feasibility score, indicating a “highly valid” category. Furthermore, 85% of students expressed strong interest in the ethnomathematics-based approach due to its cultural relevance, while 65% responded positively to the integration of Deep Learning technology. These findings suggest that merging cultural contexts with modern technological applications can meaningfully enhance students’ conceptual understanding of mathematics. Theoretically, this study strengthens the framework of contextual mathematics as a foundation for culturally responsive pedagogy. Practically, it offers valuable insights for educators and curriculum developers in designing inclusive, adaptive, and culturally relevant learning materials aligned with technological advancements and local wisdom.

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