Ethnomathematics of Sanggrahan Temple in Tulungagung: A Pañcatathāgata-Based Model of Rotational Symmetry and Geometric Transformations for Contextual Mathematics Learning
DOI:
https://doi.org/10.29407/x5qk9x14Keywords:
ethnomathematics, Sanggrahan Temple, Pañcatathāgata, rotational symmetry, geometric transformations, contextual learningAbstract
Ethnomathematics connects mathematical knowledge with cultural practices and community activities. Sanggrahan Temple in Tulungagung Regency, Indonesia, contains cultural and geometric features that have been examined in previous ethnomathematics studies. This article develops a conceptual-descriptive instructional design that explicitly connects cultural context, mathematical abstraction, and geometric transformation learning. The study synthesizes archaeological sources, ethnomathematics research, literature on the Pañcatathāgata, and mathematics curriculum documents. Five Buddha statues on the eastern side of the temple are interpreted as representations of the Pañcatathāgata based on established Buddhist iconographic conventions. Its symbolic structure of a center and four cardinal directions is abstracted into a configuration with one central point and four equidistant points at 90-degree intervals, producing fourth-order rotational symmetry. The model is then developed into a contextual instructional design aligned with Phase D mathematics learning outcomes. The contribution is a three-tiered framework distinguishing documented cultural facts, mathematical models, and pedagogical design.
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Copyright (c) 2026 Diesty Hayuhantika, Abeke Aynubi, Rahyu Setiani (Author)
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