Matematika Dalam Arsitektur: Konsep Susunan Bilangan Real Dalam Konstruksi Atap Lopo Di Benteng None

Abstract


 
 
 Title: Mathematics in Architecture: The Concept of Numbers in Roof Structure Construction of Fort None Lopo
 Fort None is a traditional fortress in which there are traditional buildings of the Dawan people, namely Lopo and Ume Kbubu. One of the Lopo in this area was once burned and has not been rebuilt. This is one of the reasons this study was conducted, to find out the mathematical elements in Lopo construction which can be useful as a design guidelines for other Lopo building construction. This study aims to analyze in depth the concept of configuration of real numbers on the Lopo roof construction in Benteng None, so the method used is qualitative research with ethnographic design. This discussion is carried out by analyzing three construction elements on the Lopo roof, namely: 5 inner circles, 26 outer circles and rectangles on the Lopo roof. So, it can be concluded that some construction elements on the Lopo roof which are mathematically analyzed show the existence of the concept of real number configuration. From this discussion, the results show that there are types of real number configuration, including: Monotonic real numbers descending, finite real numbers, fixed real numbers with fixed differences and real numbers with non-fixed differences.
 
 

Mathematics in Culture: Analysis of Mathematical Elements in Buna Woven Fabric

“…(2) Another study (Arwanto, 2017) show that Cirebon's trusmi batik contains mathematical elements, including the geometrical concepts of symmetry, transformation, and congruency (Zayyadi, 2018;Disnawati and Nahak, 2019); (3) study by (Lapenangga et al, 2020)shows that size in mathematics in certain cultural elements are not acknowledged in detail; thus, some elements shift from its initial design because of the weaver or the community in general emphasizes cultural aspect more than aesthetics; (4) Study by Senita and Neno (Senita & Neno, 2018) shows that traditional fabric manufacturing (using weaving tools) causes some mathematical concept to be obscured due to the weavers focus on motif they are weaving. Further, by understanding the ethnomathematics of Batik will increase the student critical thinking (Martyanti and Suhartini, 2018;Febriani et al, 2019).…”

“…In other words, the mathematical measurements are not considered in detail; thus, several elements are not in their actual size. In conclusion, mathematical concepts are not fully applied in traditional architecture because the traditional community emphasizes more on cultural values and aesthetics elements (Lapenangga et al, 2020).…”

Hubungan material dan bentuk ume kbubu (rumah masyarakat Fatumnasi)

“…Daerah lain di kabupaten TTS dan TTU bangunan tradisional lain yang dimiliki oleh masyaraakat adalah lopo yakni bangunan tradisional yang konstruksi nyajuga mirip seperti ume kbubu namun terbuka dan tidak berdinding. Konstruksi atap berupa kerucut yang terbentuk dari rusuk-rusuk tegak dengan bagian puncaknya terhubung pada 1 titik tepat di atas tiang utama (Lapenangga, et all, 2020). Hal ini merupakan salah satu ciri kesamaan antara bangunan ume kbubu dan lopo.…”

Buna Woven Fabric Based Teaching Materials: ADDIE Model

“…It can be batik motifs, traditional house ornaments, or geometric-shaped objects made by the local community (Zaenuri, Dwidayati, & Suyitno, 2018). For example, some elements of lopo construction mathematically show the existence of a circle model and some other flat shapes (Lapenangga, Rowa, & Lakapu, 2020). This study's novelty lies in creating a teaching material that utilizes Buna woven cloth as a tool or medium for learning.…”