ETHNOMATHEMATICS IN PANJAT PINANG AS LEARNING CONTENT FOR THE PYTHAGOREAN THEOREM AND CIRCLES

Abstract

This study examines ethnomathematical elements in the traditional Indonesian game Panjat Pinang as contextual learning content for teaching the Pythagorean Theorem and circle geometry. Using a descriptive qualitative approach within the ethnomathematics framework, data were obtained through visual documentation of Panjat Pinang activities during Indonesia’s Independence Day celebration in Pontianak City. The analysis reveals two main mathematical concepts. First, the upright pole, rope, and ground base form a right triangle, representing the Pythagorean Theorem ( ) used to determine ideal rope length for stability. Second, the circular arrangement of prizes illustrates circle geometry, including center, radius, diameter, circumference, and sector division with equal central angles. The study concludes that integrating Panjat Pinang into mathematics lessons promotes conceptual understanding, cultural appreciation, and contextual learning, demonstrating that mathematics is deeply embedded in local cultural practices.