Exploring Buginese Ethnomathematics in 'Saoraja La Tenri Bali' to Foster Cultural Intelligence
Saved in:
| Title: | Exploring Buginese Ethnomathematics in 'Saoraja La Tenri Bali' to Foster Cultural Intelligence |
|---|---|
| Language: | English |
| Authors: | Andi Aras, Sudirman, Fawziah Zahrawati B. |
| Source: | Journal of Research and Advances in Mathematics Education. 2025 10(4):254-266. |
| Availability: | Universitas Muhammadiyah Surakarta Department of Education. Ahmad Yani Street, Pabelan Kartasura, Surakarta, Central Java, 57162 Indonesia. Tel: +62-271-717417 ext. 2554; e-mail: jramathedu@ums.ac.id; Web site: https://journals2.ums.ac.id/index.php/jramathedu |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Indigenous Populations, Indigenous Knowledge, Mathematics, Mathematics Education, Cultural Context, Cultural Capital, Mathematical Concepts, Architecture, Building Design, Equations (Mathematics), Geometry, Culturally Relevant Education, Academic Achievement, Cultural Awareness, Ethnography, Housing |
| Geographic Terms: | Indonesia |
| ISSN: | 2503-3697 2541-2590 |
| Abstract: | Mathematics is often taught without sufficient cultural context, resulting in limited relevance and student disengagement. To address this issue, integrating ethnomathematics into mathematics instruction is essential for enhancing both mathematical understanding and cultural intelligence. This study explores the mathematical concepts embedded in the architectural design of the Saoraja La Tenri Bali, a traditional Buginese house, and examines its potential as a culturally grounded learning resource. Using a qualitative descriptive design with an ethnographic approach, data were collected through observations, documentation, and in-depth interviews, and analysed using Spradley's ethnographic model. The findings identify various mathematical concepts, including linear equations (parallel, intersecting, and perpendicular lines) and geometric transformations (reflection, translation, rotation, and dilation), reflected in the house's architectural structure. These mathematical elements are closely intertwined with Buginese philosophical values such as "sipakalebbi", "sipakaraja", "sipakatau", and "sipakainge", which emphasise mutual respect and social harmony. The study highlights that integrating traditional architecture into mathematics education can strengthen mathematical reasoning while fostering students' cultural intelligence. Therefore, culturally responsive learning models that incorporate local wisdom are recommended to support both academic achievement and intercultural competence. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495719 |
| Database: | ERIC |
| Abstract: | Mathematics is often taught without sufficient cultural context, resulting in limited relevance and student disengagement. To address this issue, integrating ethnomathematics into mathematics instruction is essential for enhancing both mathematical understanding and cultural intelligence. This study explores the mathematical concepts embedded in the architectural design of the Saoraja La Tenri Bali, a traditional Buginese house, and examines its potential as a culturally grounded learning resource. Using a qualitative descriptive design with an ethnographic approach, data were collected through observations, documentation, and in-depth interviews, and analysed using Spradley's ethnographic model. The findings identify various mathematical concepts, including linear equations (parallel, intersecting, and perpendicular lines) and geometric transformations (reflection, translation, rotation, and dilation), reflected in the house's architectural structure. These mathematical elements are closely intertwined with Buginese philosophical values such as "sipakalebbi", "sipakaraja", "sipakatau", and "sipakainge", which emphasise mutual respect and social harmony. The study highlights that integrating traditional architecture into mathematics education can strengthen mathematical reasoning while fostering students' cultural intelligence. Therefore, culturally responsive learning models that incorporate local wisdom are recommended to support both academic achievement and intercultural competence. |
|---|---|
| ISSN: | 2503-3697 2541-2590 |
