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This research was conducted to find mathematical elements in the Soko Tunggal Mosque. The research method used in this study is a qualitative method with an ethnographic approach. The data used in this study were obtained from observations, documentation, and interviews. Observation and documentation are used to identify ethnomathematics in the Soko Tunggal Mosque, while documentation and interviews with the triangulation method to find out more deeply the cultural values that exist in the Soko Tunggal Mosque. From the results of the study found the concept of field geometry in the Soko Tunggal Mosque. Geometry elements identified include triangles, squares, rectangles, rhombus, circles and reflection. So that in learning mathematics on the material triangles, squares, rectangles, rhombus, circles, and reflection can use the context of a Soko Tunggal mosque.

Penelitian ini bertujuan untuk mengeksplorasi unsur etnomatematika Museum Kereta Kraton Yogyakarta dan mengintegrasikannya ke dalam pembelajaran matematika. Jenis penelitian ini yaitu penelitian eksploratif. Data yang diperoleh berupa data kualitatif, sumber data penelitian diperoleh melalui observasi, wawancara, dokumentasi, dan studi literatur yang berkaitan dengan Museum Kereta Kraton Yogyakarta. Teknik pengumpulan data dilakukan dengan observasi, wawancara dan dokumentasi. Analisis data dalam penelitian ini menggunakan metode kualitatif-verifikatif, yaitu suatu metode induktif dalam penarikan kesimpulan dimana data dijadikan sebagai dasar untuk menyimpulkan gambaran umum keadaan objek kajian. Hasil penelitian menunjukkan bahwa unsur etnomatematika Museum Kereta Kraton Yogyakarta dapat diintegrasikan ke dalam pembelajaran matematika, diantaranya konsep luas bangun datar, volume bangun ruang, kesimetrisan, dan teselasi/pengubinan. Konsep-konsep tersebut dapat diterapkan dalam pembelajaran matematika sebagai masalah kontesktual sekaligus sebagai salah satu cara mengenalkan unsur budaya kepada siswa sebagai upaya mengembangkan pendidikan karakter siswa.This study aims to identify the potential for integrating ethnomathematics at the Yogyakarta, particularly the Museum of Kereta Kraton (Kraton Railway Museum) into mathematics learning. This type of research was a qualitative descriptive study. The data obtained in the form of qualitative data, the source of research data obtained through observation, interviews, documentation, and study of literature related to Yogyakarta Kraton Railway Museum. The data collection technique was done by observing, interviewing and documenting. The data analysis in this study used a qualitative-verification method, which is an inductive method of drawing conclusions where the data is used as a basis for concluding a general description of the state of the object of study. The results showed that the ethnomatematics of Yogyakarta Kraton Railway Museum has the potential to be integrated into mathematics learning. Ethnomatematics that can be integrated include the concept of flat area, volume of space, symmetry, and  tessellation /tiling. These concepts can be applied in mathematics learning as a contextual geometry problem as well as a way of introducing cultural elements to students.

Students of mathematics education need to have a good understanding in solving integral calculus problems, but often have difficulty in understanding the subject material. The difficulties can be seen from the mistakes made by students when solving the problems. This article aims to analyze the errors of students in learning integral calculus especially in the subject of volume of the solid of revolution in terms of critical thinking aspects. This research is a qualitative descriptive study involving twenty-four of 6th-semester students of mathematics education at a private university in Yogyakarta. The research subjects were chosen purposively by considering: student errors in determining the volume of the solid of revolutions with integral techniques in terms of critical thinking aspect. The findings of this study indicate, student errors in determining the function of integrals, write down the rules of integral writing, misunderstanding in algebraic concepts, adding constants, write down limits and sigma notations, determine integration methods, determine boundaries integration, writing in integral sign, and error in determining the radius of the solid of revolution.

Abstrak. Rendahnya prestasi belajar matematika salah satunya disebabkan oleh kesalahan siswa dalam menyelesaikan soal matematika. Banyak penelitian menyebutkan bahwa geometri merupakan materi yang sulit karena banyak prestasi dibawahkriteria ketuntasan minimal. Berkaitan dengan hal tersebut tujuan penelitian ini untuk mengetahui jenis-jenis kesalahan siswa dan penyebab terjadinya kesalahan siswa kelas VIII dalam menyelesaikan soal matematika geometri Bangun Ruang Sisi Datar bentuk soal cerita uraian berdasarkan teori Newman. Metode penelitian ini adalah deskriptif kualitatif. Partisipan penelitian ini berjumlah 2 orang yang dipilih berdasarkan alasan tertentu. Teknik pengumpulan data penelitian ini yaitu tes tertulis (tes diagnostik) dan wawancara. Teknik analisis data menggunakan teknik deskriptif. Temuan pada penelitian ini adalah siswa melakukan 4 jenis kesalahan berdasarkan teori Newman yakni kesalahan memahami makna suatu permasalahan, kesalahan transformasi, kesalahan keterampilan proses dan kesalahan penulisan jawaban akhir. Penyebab terjadinya kesalahan siswa diantaranya adalah keliru menafsirkan hal yang ditanyakan, tidak memahami konsep geometri.Dengan mengidentifikasi kesalahan siswa tersebut, guru terbantu dalam merencanakan pembelajaran yang tepat sehingga dapat mengantisipasi kesalahan yang sering dilakukan oleh siswa.