Ethnomathematical Analysis of Geometric Concepts in Balla Lompoa Bajeng Traditional Architecture in South Sulawesi, Indonesia
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Resumo
Background: The integration of local culture into mathematics learning can enhance students’ contextual understanding while supporting cultural preservation. However, many ethnomathematics studies remain limited to identifying mathematical forms without exploring their symbolic meanings and educational applications. Aims: This study aims to identify and analyze the geometric concepts embedded in the architecture and heirlooms of the Balla Lompoa Bajeng Traditional House through an ethnomathematics perspective and to examine their potential contribution to mathematics learning. Methods: This study employed a qualitative approach using an exploratory ethnomathematics design. Data were collected through direct observation, documentation, and literature review. The data were analyzed descriptively and analytically by identifying mathematical forms, structures, and patterns found in the traditional building and its cultural artifacts. Results: The findings reveal that the architecture of Balla Lompoa Bajeng contains various geometric concepts, including plane figures such as rectangles and triangles, solid figures such as cubes and prisms, as well as the concepts of symmetry, similarity, and proportion. These results demonstrate that mathematical principles are implicitly embedded in the cultural practices and construction techniques of traditional architecture. Furthermore, the identified concepts have potential to be integrated into contextual geometry learning in schools. Conclusions: The Balla Lompoa Bajeng Traditional House represents a valuable ethnomathematical resource that connects cultural heritage with formal mathematics learning and supports culturally responsive education. Theoretically, this study strengthens the role of ethnomathematics as a bridge between mathematical concepts and cultural contexts. Practically, the findings can serve as an alternative contextual learning resource for geometry instruction in schools.
Dados da obra
- Tipo
- Artigo
- Periódico
- Research in Advances Mathematics Education and Science, v. 1, n. 1, p. 1-23
- Ano
- 2026 (2026-05-31)
- Palavras-chave
- ethnomathematics; geometric concepts; traditional architecture; cultural heritage; symmetry; similarity; proportion; plane and solid figures; culturally responsive education; South Sulawesi
- Temas
- Etnomatemática, Geometria
- DOI
- 10.67803/rames.v1i1.10
- ISSN
- 3163-5229
- Licença
- cc-by-sa
- Acesso
- Em verificação
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
SHIDIQ, Muhammad Ihyaul Afif et al.. Ethnomathematical Analysis of Geometric Concepts in Balla Lompoa Bajeng Traditional Architecture in South Sulawesi, Indonesia. Research in Advances Mathematics Education and Science, v. 1, n. 1, p. 1-23, 2026. DOI: https://doi.org/10.67803/rames.v1i1.10.
APA
Shidiq, M. I. A., Ramadhani, R. A., Inriati,, Angriani, A. D., Nur, F., & Fajriah, N. A. (2026). Ethnomathematical Analysis of Geometric Concepts in Balla Lompoa Bajeng Traditional Architecture in South Sulawesi, Indonesia. Research in Advances Mathematics Education and Science, 1(1), 1-23. https://doi.org/10.67803/rames.v1i1.10
BibTeX
@article{shidiq2026,
author = {Shidiq, Muhammad Ihyaul Afif and Ramadhani, Rezki Ayu and Inriati and Angriani, Andi Dian and Nur, Fitriani and Fajriah, Nurul Ainun},
title = {Ethnomathematical Analysis of Geometric Concepts in Balla Lompoa Bajeng Traditional Architecture in South Sulawesi, Indonesia},
year = {2026},
journal = {Research in Advances Mathematics Education and Science},
volume = {1},
number = {1},
pages = {1-23},
doi = {10.67803/rames.v1i1.10}
}RIS
TY - JOUR AU - Shidiq, Muhammad Ihyaul Afif AU - Ramadhani, Rezki Ayu AU - Inriati AU - Angriani, Andi Dian AU - Nur, Fitriani AU - Fajriah, Nurul Ainun TI - Ethnomathematical Analysis of Geometric Concepts in Balla Lompoa Bajeng Traditional Architecture in South Sulawesi, Indonesia PY - 2026 JO - Research in Advances Mathematics Education and Science VL - 1 IS - 1 SP - 1 EP - 23 DO - 10.67803/rames.v1i1.10 ER -
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