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Exploring Buginese Ethnomathematics in 'Saoraja La Tenri Bali' to Foster Cultural Intelligence

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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
FullText Text:
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  Data: Exploring Buginese Ethnomathematics in 'Saoraja La Tenri Bali' to Foster Cultural Intelligence
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  Data: <searchLink fieldCode="AR" term="%22Andi+Aras%22">Andi Aras</searchLink><br /><searchLink fieldCode="AR" term="%22Sudirman%22">Sudirman</searchLink><br /><searchLink fieldCode="AR" term="%22Fawziah+Zahrawati+B%2E%22">Fawziah Zahrawati B.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+and+Advances+in+Mathematics+Education%22"><i>Journal of Research and Advances in Mathematics Education</i></searchLink>. 2025 10(4):254-266.
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  Data: 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
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Knowledge%22">Indigenous Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Capital%22">Cultural Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Concepts%22">Mathematical Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Architecture%22">Architecture</searchLink><br /><searchLink fieldCode="DE" term="%22Building+Design%22">Building Design</searchLink><br /><searchLink fieldCode="DE" term="%22Equations+%28Mathematics%29%22">Equations (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Geometry%22">Geometry</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnography%22">Ethnography</searchLink><br /><searchLink fieldCode="DE" term="%22Housing%22">Housing</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2503-3697<br />2541-2590
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  Label: Abstract
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  Data: 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.
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  Data: 2026
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  Data: EJ1495719
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    Languages:
      – Text: English
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        PageCount: 13
        StartPage: 254
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: Indigenous Knowledge
        Type: general
      – SubjectFull: Mathematics
        Type: general
      – SubjectFull: Mathematics Education
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      – SubjectFull: Cultural Context
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      – SubjectFull: Cultural Capital
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      – SubjectFull: Mathematical Concepts
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      – SubjectFull: Architecture
        Type: general
      – SubjectFull: Building Design
        Type: general
      – SubjectFull: Equations (Mathematics)
        Type: general
      – SubjectFull: Geometry
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: Cultural Awareness
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      – SubjectFull: Ethnography
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      – SubjectFull: Housing
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Exploring Buginese Ethnomathematics in 'Saoraja La Tenri Bali' to Foster Cultural Intelligence
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            NameFull: Andi Aras
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            NameFull: Sudirman
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            NameFull: Fawziah Zahrawati B.
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              Type: published
              Y: 2025
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              Value: 2503-3697
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