Perisean art developed since the 13th century according to existing history, which started with a ritual to ask for rain when there was a long dry season which resulted in a famine. Perisean art performances are currently used as mere agility art performances. Pepadu is a term for players or fighters. The show is led by three referees, one pekembar tengaq (middle referee) who is in charge of leading the fight and two pekembar sedi (side referee) who is in charge of determining each pepadu. Perisean art is not only studied in the form of art but can also be studied as a form of contextual learning in mathematics. Thus, this study aims to explore the forms of mathematics and cultural values contained in the performing arts of perisean which can later be used as a source of contextual mathematics learning. This research is a qualitative research using ethnographic method. The informants used are traditional figures, pepadu, and cultural experts who understand the art of perisean , documentation and field notes. The findings show that in the performing arts of perisean in the tradition of the Sasak people there are mathematical ideas, namely geometric shapes found in perisean art instruments and musical instruments. which has the potential as a starting point in contextual mathematics learning.

Mathematics is found in many activities of traditional culture. However, many perceive that mathematics is culture-free. Based on the occurring phenomenon, ethnomathematics study is made as the connector between mathematics and culture. The presence of ethnomathematics provides many opportunities to discover unique mathematical ideas exist in the traditional culture. This research aims to explore mathematical ideas in the layout of tui gubuk and the architecture of Segenter traditional house that can be made as mathematics learning sources. This study was a qualitative research with ethnographic method. This study was conducted in the traditional village of Segenter, Sukadana Village, Bayan District. Data were collected through an observation and interviews with Adat figures, cultural anthropologists, and traditional leaders who have the knowledge of the customs and culture of Bayan people, which consisted of three informants. Research results indicate that there are mathematical ideas in the layout of tui gubuk and the architecture of Segenter traditional house that can be made as the learning sources of mathematics and can be developed in mathematics learning, especially in materials of set and geometry, both geometry of space and flat geometry.

In the context of cultural anthropology, people have known various mathematical activities, such as counting, measuring, and weighting, which have different terms based on each culture. We understand that mathematics emerges from people activities in responding to the existence of their environment. Sasak people conduct various cultural activities in their daily life. One of which is in agriculture and in the form of traditional arts, therefore, this study aims to build mathematical conceptions by exploring the activities of Sasak culture that can be integrated into mathematics learning contextually. This study was an ethnographic research. Data were collected through various literature studies, field observations, and interviews with savvy informants regarding Sasak culture, traditional farming system, and Sasak traditional arts. Research results indicated that the culture of Sasak people relevant with principles and characteristics of Realistic Mathematics Education (RME) is a learning approach that can be integrated, both explicitly and implicitly

In cultural anthropology, people have recognized various mathematical activities, such as counting, calculating, measuring, and weighting, with different terms derived from each culture. Community activities in responding to the existence of their environment will give rise to mathematics as part of problem-solving, including finding characters or features of residence to build. Therefore, this study explores mathematical forms in the measurement of residential characters based on sikut awak that can be used in mathematics learning. This research is an ethnographic study. Data were collected from various literature studies, field observations, and interviews. Informants included in the study were two cultural experts, one Adat leader, and one traditional builder who knows sikut awak's measurement format in determining the traditional residential characters of Sasak people. This study shows that the determination of residential characters uses mathematical models in its calculation.