Ethnomathematics exploration at the Masjid Raya Al-A’zhom, Tangerang City

: Ethnomathematics is a form of mathematics learning that connects cultural history with mathematics. In this study, Masjid Raya Al-A'zhom became part of a religious culture in the City of Tangerang. The aim of this study is to further examine the cultural and mathematical concepts that exist in the building of the Masjid Raya Al-A'zhom. The research used a qualitative approach with ethnographic methods. Data were collected through primary sources, namely interviews, observations, documents


INTRODUCTION
Mathematics is a basic science that can train students to think critically, logically, creatively, and systematically, and it is hoped that this ability can help students solve problems in everyday life (Mahendra, 2017). However, many students still experience difficulties in conceptually understanding mathematics (Astuti et al., 2015;Jamal, 2014). This cannot be denied because learning mathematics involves abstract objects that are difficult to understand (Elly S & Mandasari, 2018). Mathematics learning tends to be more theoretical and formal, so students easily feel bored, have no interest, lack interest when learning mathematics and learning mathematics is less related to the meaning, understanding, and application of mathematical concepts (Budi, 2015;Noviawan et al., 2022). Thus, it is necessary to develop appropriate learning strategies by applying mathematics and cultural learning so that learning about mathematical concepts in schools can be related to their daily experiences (Febriani et al., 2019;Surat, 2018).
Indonesia consists of various tribes and cultures, each with its own characteristics. Starting from regional dances, regional traditional houses, buildings that are characteristic of the region, traditional food, traditional games, and even the social culture of each region are different. There are many diverse cultures in Indonesia; if we trace deeper, many people do not realize that their daily lives are associated with knowledge of mathematics (Rahmawati & Muchlian, 2019). In line with Ambrosio's opinion, mathematical knowledge has been applied to the activities of community groups (Ambrosio, 1985).
Learning mathematics in relation to culture is better known as ethnomathematics. Ethnomathematics connects cultural history and mathematics, in which the use of mathematics can be seen and identified from various results of the activities of a particular group of people (Ambrosio, 1985). Applying ethnomathematics to learning not only makes it easier for students to understand the lesson, but also aims to make students more familiar with the surrounding culture, foster a sense of pride in students for their culture, and a sense of responsibility to protect and respect culture.
The results of a group's activities include relics of historical buildings, such as temples, traditional dances, traditional houses, patterns of batik cloth, traditional games, and traditional food (Eid cakes), which contain elements of mathematics (Diniyati et al., 2022;Harahap & Mujib, 2022;Lisnani et al., 2020;Maryati & Pratiwi, 2019;Nuh & Dardiri, 2016;Nurhidayah & Budiyono, 2022;Ramadhina et al., 2021;Setyawati et al., 2023;Zaenuri & Dwidayati, 2018). Barton (1996)s explained that the ethnomathematics concept of mathematics education can advance the understanding of mathematics in the culture of society, where it is necessary to change the status and function of mathematics in society itself.
Buildings are a form of the result of a community group's cultural activities, one of which is a mosque (Indriastuty et al., 2020;Sanyoto et al., 2021;Zaenuri & Dwidayati, 2018). The mosque is a place of worship for the Muslims. Every mosque in Indonesia has a variety of shapes and designs, according to the wishes of a group of people in that area. Based on the above explanation, researchers can conduct research on ethnomathematics in mosque buildings. The results of previous research regarding ethnomathematics in mosque buildings dominated the mathematics subject matter at the school level, namely, elementary to high school. The renewal of this research with previous research lies in the shape of the building at the mosque, which can be used as teaching material for mathematics learning at the lecture bench level, namely the material of Triple Integrals in Spherical Coordinates.
Thus, the researcher is interested in conducting research that links Ethnomathematics and the Masjid Raya Al-A'zhom with the title "Ethnomathematics Exploration at the Masjid Raya Al-A'zhom, Tangerang City." From the results of this study, it is hoped that ethnomathematics can be used in learning mathematics, especially geometry and multivariable calculus material. To improve students' mathematical, critical thinking, and analytical abilities that can be implemented in various aspects of life in the future (Febriani et al., 2019;Rosa & Orey, 2011;Sarwoedi et al., 2018).

METHOD
This study is a qualitative approach that uses ethnographic methods. The ethnographic approach used is a realist ethnographic type in which researchers collect data directly to observe, document, and interview the culture and architecture of the Masjid Raya Al-A'zhom. Data were collected through primary sources, namely interviews, observations, documents, and documentation (Ismayana, 2019). The source who will be the interview researcher is Mr. Idam (Miqdam) as the DKM (Mosque Prosperity Council) Masjid Raya Al-A'zhom, Tangerang City. After data collection, the triangulation method was used to check the validity of the data (Manzilati, 2017).

Results
Masjid Raya Al-A'zhom is a religious tourism area for people in the city of Tangerang. There are meanings from several parts of the mosque building, including the five domes that reflect the obligation to pray five times and the five pillars of Islam that consist of the creed, prayer, zakat, fasting, and pilgrimage. The shape of the dome in the middle is the largest dome among the other four domes, with the goal of making the Masjid Raya Al-A'zhom one of the unique mosques in the world's largest dome (Fidrus, 2016).
Another uniqueness in the Masjid Raya Al-A'zhom, the dome does not have a support that supports the dome so that when viewed from the inside, the mosque will look very broad which is the main attraction of the community. The diameter of the main dome was 33.685 m, and that of the other four domes was 32.782 m. The carvings around the inside of the mosque on the fourth part of the dome are inscribed with verses from the Qur'an, whereas the carvings on the upper walls are inscribed with Asmaul Husna.
The height of the four minarets around the mosque is 55m. The meaning of the four towers characterizes the character of the Prophet as shidiq, amanah, fathonah, or tabligh. The shape of the mosque building was also inspired by mosques in Türkiye with eastern nuances. In addition, the cultural elements contained in this mosque use Tangerang culture, which Tangerang is known as the city of fortresses. The Shaped fortresses are shown in Figure 1. After the researcher explored the entire building of the mosque, Masjid Raya Al-A'zhom has a unique building design that can be expressed mathematically and used in classroom learning. This was a more comprehensive explanation.

Triple Integral Concept in Spherical Coordinates
Apart from having a beautiful dome with Middle Eastern nuances, the shape of the dome of the mosque contains the mathematical Triple Integral Concept in Spherical Coordinates. Based on Figure 2 and Figure 3 the dome of the Masjid Raya Al-A'zhom is formed from five hemispherical spheres. By seeing the real shape of the dome of the mosque, students can imagine how to determine the volume using the Triple Integral Concept in Spherical Coordinates so that they can practice critical thinking and problem solving.

Spatial Geometry
By applying ethnomathematics-based learning, students can explore the geometric shapes that exist in the architecture of the Masjid Raya Al-A'zhom building (see Table 1), besides being able to build understanding it can also help students to develop creative and critical ways of thinking so that learning becomes more meaningful.    Figure 5 shows that the shape of the arrangement at the corners of the mosque has an odd number of pillars, namely, 1, 3, 5, and 7, which is one of the materials used for arithmetic sequences and series. With 1 or a = 1, and b = 2.

Geometry Transformation
Reflection Figure 6. The image pattern on the glass of the mosque The image pattern on the glass of the mosque (see Figure 6) uses the concept of reflection or geometric reflection transformation. The building of the Masjid Raya Al-A'zhom when viewed from the front (see Figure 7) looks symmetrical, which is included in the concept of reflection. Figure 8. The ventilation shape Figure 9. Visualization of the ventilation using GeoGebra Furthermore, the ventilation shape of this mosque (Figure 8) uses the concept of geometric dilation transformation (Figure 9). Dilation is the enlargement or reduction of the geometric shape by k. In this pattern, it is assumed to be at the center (0,0) with A(-1, 1), B(1, 1), C(1, -1), and D(-1,-1). It is then dilated by [O,3], which produces A'(-3, 3), B'(3, 3), C'(3, -3), and D'(-3, -3). Figure 10. Lower View of the Dome Figure 11. The arc that is formed From the lower view (Figure 10), the five domes of the mosque intersect, so that if they visualize it, they will form intersecting circles. Using the material concept of the intersection of two circles, the circumference of the area of the intersection can be calculated by determining the lengths of the two arcs L1 and L2 ( Figure 11). In addition to calculating the circumference, the area of the section, where the area is obtained from the sum of the areas of region 1 and region 2.

Discussion
In previous studies that discussed ethnomathematics in mosques, the results were generally flat shapes, solid shapes, and geometric transformations (Muklisin et al., 2020;Nurrosadha et al., 2021;Rofiq et al., 2022). There are other mathematical concepts besides those already mentioned, but only from a few mosques, because they depend on the shape of the mosque building being studied. The Masjid Raya Al-A'zhom is unique in the form of 5 hemispherical domes stacked on top of each other, the domes make this mosque the largest dome mosque. Departing from this, the renewal of this research is to discuss the mathematical concepts applied to the building of the Masjid Raya Al-A'zhom, namely, the Triple Integral Concept in Spherical Coordinates. In addition, the mathematical concept of the construction of the Masjid Raya Al-A'zhom was also found, namely, the intersection of two circles and Arithmetic Sequences and Series.
Studying mosque buildings as a form of cultural activity is expected to improve students' abilities to learn mathematics, critical thinking, and analytical skills, as well as to introduce students to the surrounding culture. Mathematics learning will be more meaningful because mosque building is a cultural building that is easily found by students in their cultural environment.

CONCLUSION
Based on the discussion that has been described, it can be concluded that the construction of the Masjid Raya Al-A'zhom uses a combination of two cultures, including Middle Eastern culture, namely Turkey. The shape of the mosque building was inspired by mosques in Türkiye with eastern nuances. In addition, the cultural elements contained in this mosque use Tangerang culture, which Tangerang is known as the city of fortresses. In addition, the building at the Masjid Raya Al-A'zhom applies several mathematical concepts that can be used as learning mathematics. These concepts include Spatial Geometry: spheres, hemispheres, cones, cylinders, cuboids, cubes, prism-truncated triangular, Arithmetic Sequences and Series, Intersection of Two Circles, The Concept of Triple Integral in Spherical Coordinates and Geometric Transformations: Dilation and Reflection.
From some of the mathematical concepts found in the building of the Masjid Raya Al-A'zhom, the culture of the mosque building can be used as a medium of learning by teachers, both at the elementary and university levels. Using an ethnomathematics approach, learning mathematics will be more fun and increase students' curiosity. During the learning process, students can learn directly through the culture of mosque buildings so that their understanding of mathematics will be deeper so that they can train in critical thinking skills and problem solving. In addition, the ethnomathematics approach gives students the opportunity to recognize that the mosque is also a cultural building in their environment. Based on the results of this study, the researcher hopes that further research will examine deeper mathematical concepts in mosque buildings and local culture-based mathematics learning models.