Systematic Literature Review dengan Metode Prisma: Eksplorasi Objek Budaya sebagai Sumber Belajar Matematika di Indonesia

Abstract

Indonesian cultural objects contain various mathematical concepts that can be utilized as contextual learning resources through an ethnomathematics approach. Numerous studies have explored mathematical concepts embedded in traditional houses, batik motifs, temples, traditional musical instruments, games, crafts, and historical buildings. However, these findings remain dispersed across publications, making it difficult to obtain a comprehensive understanding of the characteristics of cultural objects, the mathematical concepts they contain, and their educational potential. This study aims to synthesize previous research on the exploration of Indonesian cultural objects as mathematics learning resources using a Systematic Literature Review (SLR) approach. The review involved article identification, screening based on inclusion and exclusion criteria, eligibility assessment, and synthesis of research findings. A total of 16 articles published in national journals were analyzed systematically. The results indicate that traditional houses, batik motifs, temples, traditional games, crafts, traditional musical instruments, and other cultural buildings are the most frequently explored cultural objects. The dominant mathematical concepts identified include plane and spatial geometry, geometric transformations, symmetry, patterns, measurement, similarity, congruence, and number concepts. The reviewed studies consistently show that integrating cultural objects into mathematics learning enhances contextual understanding, strengthens conceptual mastery, increases learning motivation, and promotes appreciation of local culture. Nevertheless, most studies remain exploratory, highlighting the need for further research focusing on the development of learning media and empirical evaluation of ethnomathematics implementation in classroom settings. Overall, Indonesian cultural objects have significant potential to support meaningful mathematics learning while contributing to the preservation of cultural heritage.