Designing Contextual Mathematical Tasks Through Ethnomathematical Exploration of Sonobudoyo Museum Collections in Yogyakarta

Abstract

Mathematics is often perceived by students as an abstract discipline disconnected from their daily experiences and cultural environments. Ethnomathematics offers an approach to connect mathematical concepts with cultural contexts by revealing mathematical ideas embedded in cultural artifacts. However, previous studies have largely focused on exploring mathematical elements within cultural objects, while the transformation of these findings into contextual mathematical tasks for teachers remains limited. Therefore, this study aims to design contextual mathematical tasks through ethnomathematical exploration of Sonobudoyo Museum collections in Yogyakarta. This study employs a qualitative exploratory approach using an ethnomathematical perspective. Data will be collected through observation, documentation, and analysis of selected museum collections. The identified mathematical ideas will be transformed into contextual mathematical tasks and presented through Google Forms as a digital platform to support teachers in developing culturally meaningful mathematics learning activities. This study contributes to mathematics education by extending ethnomathematical research beyond cultural exploration toward the design of contextual mathematical tasks. It highlights the potential of museum collections as meaningful resources for connecting mathematics learning with cultural heritage.