The Use of Miniature Joglo Houses in Learning to understand Plane and Solid Figure Pemanfaatan Miniatur

Learning with an ethnomathematical approach based on Realistic Mathematics Education (RME) can help students understand mathematical problems based on the culture they experience. This article examines the use of the Joglo House miniature props on planes and solid figures. This research is explorative with an ethnographic approach. The methods used are exploration, observation, documentation, and literature study. The results showed that the Joglo house can be used as an illustration in studying the elements and properties of planes and solid figures. Students can be directly involved in understanding the shapes of squares, rectangles, trapezoids, and cuboids. Students can also understand the concept of congruence well. Exploration of mathematical elements in the miniature of the Joglo House is highly recommended so that students are not fixated only on the stage of knowledge of geometric shapes


Introduction
Mathematics is one of the subjects studied from elementary to advanced levels 1 . In the formalist view, mathematics is the study of abstract structures defined axioms using symbolic logic and notation 2 . One of the fields of study in mathematics is geometry. Geometry is a part of mathematics that is very close to students because almost all visual objects around students are geometric objects 3 .
Abstracts in mathematical studies become one of the problems in teaching and learning activities. The next problem is that the teacher tends to be monotonous in delivering the material so that students become less interested and think mathematics is a difficult subject 4 . Sudarwanto and Ibn Hadi stated that interest in learning mathematics was the first step in the emergence of interest and motivation to learn 5 . Another problem based on research by A. Hidayat, Zulhendri, and B. Casandra, the use of appropriate learning media is the most common difficulty for teachers in learning mathematics 6 .
The presence of learning media is very helpful for students who are in the concrete operational phase in understanding mathematical material that is abstract or unable to be explained in verbal language 7 . In this case, teaching aids function to explain or demonstrate a concept in the teaching and learning process 8 .
In addition to teaching aids, mathematics learning is also needed that can facilitate students, one of which is the Realistic Mathematics Education (RME) approach. The RME approach is rooted in Freudenthal's (1971) view of mathematics as a human activity. This involves the introduction of new mathematical concepts through paradigmatic examples set in the context of realistic situations 9 . The RME approach provides opportunities for students to rediscover and construct mathematical concepts based on realistic problems given by the teacher. Students build their knowledge so they will not easily forget. In addition, the atmosphere in the learning process becomes more enjoyable because it uses everyday 10 . RME is specifically associated with instructional design, where students must guide other students from informal to formal mathematical knowledge 11 . According to Yeni Yuniarti, one of the lessons that pay attention to the structure of students' thinking abilities or mental development of children is learning mathematics with Indonesian Realistic Mathematics Education (PMRI) 12 . PMRI is a learning approach that emphasizes human activities in which contextual learning is used in the situation in Indonesia 13 . The combination of mathematics and culture is referred to as ethnomathematics. According to Yuni Pusvita and Wahyu Widada, ethnomathematics is an activity that involves numbers, geometric patterns, calculations, and so on as mathematical knowledge that involves local culture 14 . Culture is a community habit that has been passed down from generation to generation and becomes the identity of an area 15 . With an ethnomathematical approach, it is hoped that it will make it easier for students to understand abstract shapes, flat shapes, and building spaces with the help of Joglo house miniature props.   Oktober-2022, Vol.10, No.1, hal.23-34 Learning by utilizing an ethnomathematical-based Realistic Mathematics Education (RME) approach namely learning related to everyday life with a blend of mathematics and culture. This combination will make it easier for students to understand mathematics 16 . According to Sulistiyani et al, the concept of ethnomathematics makes a major contribution to the improvement of mathematics learning, because it relates to students' experiences in everyday life that touch the realm of local arts and culture 17 . Arum

Method
This research is exploratory with an ethnographic approach. This approach was chosen because this research relates to the culture that developed in the community in this case the Joglo House which is used to understand the concept of the plane and solid figure in learning mathematics. The method used is exploration, observation, documentation, and literature study. Exploration activities are carried out to describe specifically the parts that are in the miniature of the Joglo House which is related to the plane and solid figure. Furthermore, observations were made to find out what aspects were related to the concept of the plane and solid figure. To describe the miniature parts of the Joglo House, photo documentation was taken by focusing on the parts related to the plane and solid figure.

Results and Discussion
The traditional house is one of the concrete cultures 20 . The Joglo house is a local cultural icon from the island of Java which has many philosophies. One of the philosophies of the Joglo House is the roof that resembles a  mountain, which means a mountain is a sacred place according to Javanese belief 21 .  as sides, angles, vertex and diagonals. Students can also mention the properties of a square and directly measure the length of the side of the window, which is 2 cm (See Figure 2 and Figure 3). Based on Figure 4, the door section represents as a plane figure as rectangle. From this representation, students can learning the properties of a rectangle and directly measure the length and width of the door, which is 7 cm and 3 cm.  Based on Figure 5, the roof represents a trapezoidal. From the shape of the trapezoid, students can understand the elements and properties present in the trapezoid, then compare them with the elements and properties that are on squares and rectangles. Students can also measure directly the trapezoidal side, namely the upper side of 10 cm, the side of the base of 16 cm, and the inclined side of 8 cm (See Figure 5 and Figure 6).  Based on the representations that have been shown, students can better understand the elements and properties of the plane and solid figure. The use of media in learning tends to improve students' mathematics learning outcomes 24 . Further, Students' interest in mathematics will further develop through student involvement in mathematical objects using simple and inexpensive equipment 25 . Consider the following three examples that explain  Solve. It is known that the square area P = 16 cm 2 , the square area Q = 9 cm 2 , and the square area R = 4 cm 2 . The length of the sides of each square in order is P = √16 = 4 cm; Q √9 = 3 cm; R = √4 = 2 cm. See Figure 9.  Based on Figure 11, the surface area of the cube is 3.52 m2. because 1 m2 takes 1 tin of paint, it takes 4 tin to paint all surfaces of the monument The Joglo Houses can be used as illustrations to understand the properties and elements contained in the plane and solid figures. Through the miniature, students can get to know the concepts of volume, circumference, and area. The involvement of students directly in learning geometry is visually, aesthetically, and intuitively attractive to students 26 .
Based on Siti Annisah 27 , concrete props are needed to provide students with an understanding of mathematical concepts. In line with that, Igor Verner dkk 28 and Fitri Nur Kholisa 29 stated that the ethnomathematics approach in learning makes it easier for students to understand the material because it is directly related to culture and daily activities. The teacher's as a facilitator in explaining the shape of the plane and solid figure based on the miniature of the Joglo house will be able to create a conducive learning atmosphere so that it is expected to improve students' mathematics learning outcomes.

Conclusion
This research has shown that the Joglo house can be used as an illustration in studying the elements and properties of planes and solid figures. Students can be directly involved in understanding the shapes of squares, rectangles, trapezoids, and cuboids. Students can also understand the concept of congruence well. Hal This is because the Joglo House is a realistic object that is directly related to the daily life of students. This study recommends the use of the concept of culture in learning mathematics with RME. Exploration of mathematical elements in the miniature of the Joglo House is highly recommended so that students are not fixated only on the stage of knowledge of geometric shapes.