Ethnomathematical Analysis of Geometric Concepts in Balla Lompoa Bajeng Traditional Architecture in South Sulawesi, Indonesia
Keywords:
Ethnomathematics, Geometry in Culture, Traditional Architecture, Indigenous Knowledge, Mathematics EducationAbstract
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.
References
Adiredja, A. P. (2020). Cognition, interdisciplinarity, and equity (pp. 1–26). Springer. https://doi.org/10.1007/978-3-319-70658-0_73-1
Andersson, A., & Wagner, D. (2021). Culturally situated critical mathematics education (pp. 24–46). Brill. https://doi.org/10.1163/9789004465800_002
Arief, R., Midhio, I. W., Risman, H., Anwar, S., & Prakoso, L. Y. (2021). Makassar war in the perspective of the Indonesian total war. Journal of Social and Political Sciences, 4(2). https://doi.org/10.31014/aior.1991.04.02.291
Ashari, N. W., & Alimuddin, F. (2024). Ethnomathematics integration in mathematics education: A case study of Fort Rotterdam in Makassar. Pedagogy: Jurnal Pendidikan Matematika, 9(1), 109–118. https://doi.org/10.30605/pedagogy.v9i1.3801
Bahtiar, B. (2019). Hubungan politik antarkerajaan: Gowa dengan Bone, Soppeng, Wajo (Tellumpocco). Walasuji: Jurnal Sejarah dan Budaya, 10(2), 251–267. https://doi.org/10.36869/wjsb.v10i2.12
Busrah, Z., & Pathuddin, H. (2021). Ethnomathematics: Modelling the volume of solid of revolution at Buginese and Makassarese traditional foods. Journal of Research and Advances in Mathematics Education, 6(4), 331–351. https://doi.org/10.23917/jramathedu.v6i4.15050
Cummings, W. P. (2007). A chain of kings: The Makassarese chronicles of Gowa and Talloq. Brill. https://doi.org/10.1163/9789004254008
D’Ambrosio. (1985). Ethnomathematics and Its Place in the History and Pedagogy of Mathematics. For the Learning of Mathematics, 5(1), 44–48.
Fadilah, N., Dahlan, M. A. D., & Syukur, S. (2021). Preservation of Rotterdam Fort post Bongaya agreement in Makassar. Jurnal Diskursus Islam, 9(1), 11–24. https://doi.org/10.24252/jdi.v9i1.17792
Hendriyanto, A., Juandi, D., Kuncoro, K. S., Fitriana, L., Sahara, S., & Muhaimin, L. H. (2023). Promoting the Pancasila students’ profiles through mathematics education in schools: Ethnomathematics roles. Jurnal Pendidikan Progresif, 13(2), 205–217. https://doi.org/10.23960/jpp.v13.i2.202305
Islamiati, N. (2024). Jurnal Pendidikan MIPA. 14(Kamarullah 2017), 247–252. a
Ja’faruddin, & Naufal, M. A. (2023). Ethnomathematics: Two-dimensional figure geometry concept in the Balla Lompoa traditional house in South Sulawesi. Mosharafa: Jurnal Pendidikan Matematika, 12(3), 667–674. https://doi.org/10.31980/mosharafa.v12i3.834
Jafaruddin, Tahmir, S., & Amda, N. F. (2025). Topological thinking in Bugis burial customs: Ethnomathematical insights from Mampu Cave. Journal on Mathematics Education, 16(4), 1193–1212. https://doi.org/10.22342/jme.v16i4.pp1193-1212
Kadir, Salim, & Jafar. (2021, November). Exploration of comparative concepts in the ethnomathematics of the buton traditional house. In Journal of Physics: Conference Series (Vol. 2123, No. 1, p. 012025). IOP Publishing.
Kastolani, N. M. (2021). Identifying ethnomathematics in the Old Mosque of Tosora. Southeast Asian Mathematics Education Journal, 11(2), 71–84. https://doi.org/10.46517/seamej.v11i2.112
Kurino, Y. D., Herman, T., Majalengka, U., & Indonesia, U. P. (2022). Jurnal Cakrawala Pendas. 8(1).
Kyeremeh, P., Awuah, F. K., & Orey, D. C. (2025). Challenges regarding the integration of ethnomathematical perspectives into geometry teaching: The faculty reflection. Asian Journal for Mathematics Education, 4(3), 416–430. https://doi.org/10.1177/27527263251326330
Lidinillah, D. A. M., Rahman, R., Wahyudin, W., & Aryanto, S. (2022). Integrating Sundanese ethnomathematics into mathematics curriculum and teaching: A systematic review from 2013 to 2020. Infinity Journal, 11(1), 33–54. https://doi.org/10.22460/infinity.v11i1.p33-54
Maulina, S., Junaidi, J., Taufiq, T., & Maulida, N. R. (2023). Teachers’ perception toward ethnomathematics-based learning. Jurnal Sains Riset, 13(3), 900–906. https://doi.org/10.47647/jsr.v13i3.2073
Ningrum, K., Najamuddin, N., & Asmunanda, A. (2018). Upacara Gaukang Tu Bajeng Kabupaten Gowa 1945–2017. Jurnal Pattingalloang, 5(1), 101–110. https://doi.org/10.26858/pattingalloang.v5i1.6706
Nugraha, T., Maulana, M., & Mutiasih, P. (2020). Sundanese ethnomathematics context in primary school learning. Mimbar Sekolah Dasar, 7(1), 93–105. https://doi.org/10.17509/mimbar-sd.v7i1.22452
Nur, A. S., Waluya, S. B., Rochmad, R., & Wardono, W. (2020). Contextual learning with ethnomathematics in enhancing the problem solving based on thinking levels. Journal of Research and Advances in Mathematics Education, 5(3), 331–344. https://doi.org/10.23917/jramathedu.v5i3.11679
Nurhasanah, W. F., & Puspitasari, N. (2022). Studi etnomatematika rumah adat kampung Pulo Desa Cangkuang Kabupaten Garut. Plusminus Jurnal Pendidikan Matematika, 2(1), 27–38. https://doi.org/10.31980/plusminus.v2i1.1587
Nursakiah, N., Arriah, F., & Dharma, S. (2022). Developing mathematical literacy test with context of Bugis-Makassar local wisdom for junior high school students. Jurnal Elemen, 8(1), 16–28. https://doi.org/10.29408/jel.v8i1.4049
Nuryadi, Fitiradhy, A., Marhaeni, N. H., Purwoko, R. Y., & Rumasoreng, M. I. (2023). The effects of puppet ethnomathematics applications as mathematics teaching materials for character education-based. Pegem Egitim ve Ogretim Dergisi, 13(2), 153–160. https://doi.org/10.47750/pegegog.13.02.19
Pathuddin, H., Kamariah, K., & Mariani, A. (2023). Ethnomathematics of Pananrang: A guidance of traditional farming system of the Buginese community. Journal on Mathematics Education, 14(2), 205–224. https://doi.org/10.22342/jme.v14i2.pp205-224
Rahmawati, Y., & Muchlian, M. (2019). Eksplorasi etnomatematika rumah gadang Minangkabau Sumatera Barat. Jurnal Analisa, 5(2), 124–136. https://doi.org/10.15575/ja.v5i2.5942
Ridha, A. A., & Komalasari. (2024). Kajian etnomatematika pada arsitektur bangunan rumah melayu Pontianak tampak samping kiri dalam meningkatkan pemahaman geometri bangun datar dan bangun ruang sisi datar. Al-’Adad: Jurnal Tadris Matematika, 3(1), 91–99. https://doi.org/10.24260/add.v3i1.3045
Ridhwan, R. (2017). Development of tasawuf in South Sulawesi. QIJIS (Qudus International Journal of Islamic Studies), 5(2), 357–382. https://doi.org/10.21043/qijis.v5i2.2412
Riswati, S., Netriwati, & Suherman. (2021). Identifikasi etnomatematika pada alam Gemisegh sebagai kekayaan matematika dan budaya Lampung. 6(2), 55–67. https://doi.org/10.33369/jpmr.v6i2.15607
Rosmawati. (2018). Typology and efflorescence of early Islamic tomb and gravestone forms in South Sulawesi and Majene, West Sulawesi. The Archaeology of Sulawesi: Current Research on the Pleistocene to the Historic Period, 327–344. https://doi.org/10.22459/TA48.11.2018.19
Sari, D. P., Sudirman, M., & Asmuliany, A. (2024). The design of earthquake evacuation spaces based on local wisdom: A case study of traditional houses in South Sulawesi. Designs, 8(2), Article 30. https://doi.org/10.3390/designs8020030
Sari, N., Saragih, S., Napitupulu, E. E., Rakiyah, S., Sari, D. N., Sirait, S., & Anim. (2023). Applying ethnomathematics in learning mathematics for middle school students. Acta Scientiae, 25(5), 250–274. https://doi.org/10.17648/acta.scientiae.7690
Sulistyowati, E., & Mawardi, D. N. (2023). The effectiveness of ethnomathematics-based learning on mathematics ability of elementary school students: A meta-analysis study. Al-Bidayah Jurnal Pendidikan Dasar Islam, 15(1), 1–26. https://doi.org/10.14421/albidayah.v15i1.879
Sunzuma, G., & Maharaj, A. (2019). Teacher-related challenges affecting the integration of ethnomathematics approaches into the teaching of geometry. Eurasia Journal of Mathematics, Science and Technology Education, 15(9). https://doi.org/10.29333/ejmste/108457
Syaripudin, A., Yunta, A. H. D., & Darussalam. (2021). Tradisi Akkorontigi dalam perspektif hukum Islam (Studi kasus di Desa Bontosunggu, Kecamatan Bajeng, Kabupaten Gowa). Bustanul Fuqaha: Jurnal Bidang Hukum Islam, 2(1), 59–77. https://doi.org/10.36701/bustanul.v2i1.300
Taufik, A. (2022). Literacy, orality and memory: Local wisdom in South Sulawesi cultural traditions. In Proceedings of the International Conference on Social and Islamic Studies. Atlantis Press. https://doi.org/10.2991/assehr.k.220408.077
Turmuzi, M., Suharta, I. G. P., & Suparta, I. N. (2023). Ethnomathematical research in mathematics education journals in Indonesia: A case study of data design and analysis. Eurasia Journal of Mathematics, Science & Technology Education, 19(1), 1–13. https://doi.org/10.29333/ejmste/12836
Wahyuni, N. R. S., Purwanto, A. R., Minarti, S., & Nurhakki. (2023). Eksplorasi etnomatematika pada rumah adat tongkonan Tana Toraja. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 6(2), 306–315. https://doi.org/10.30605/proximal.v6i2.2913
Wijayanti, A., & Ratnaningsih, N. (2026). Ethnomathematics and Spatial Geometry in Traditional Architecture and Artifacts of Kampung Kuta: An Ethnographic Study. International Journal of Ethno-Sciences and Education Research, 6(1), 36-41.
Yandani, P. E., & Agustika, G. N. S. (2022). Implementation of ethnomathematics in mathematics learning videos for first grade of elementary school. Mimbar PGSD Undiksha, 10(2), 326–336. https://doi.org/10.23887/jjpgsd.v10i2.47683
Yusran, Y. A., Utami, S., Fadhilah, S. M., Sir, M. M., & Prijotomo, J. (2022). Decolonizing tacit knowledge of the Bugis traditional house through ethnomathematics. Local Wisdom Jurnal Ilmiah Kajian Kearifan Lokal, 14(2), 176–189. https://doi.org/10.26905/lw.v14i2.8016
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Muhammad Ihyaul Afif Shidiq, Rezki Ayu Ramadhani, Inriati, Andi Dian Angriani, Fitriani Nur, Nurul Ainun Fajriah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain the copyright to their work and grant the journal the right of first publication and distribution. All articles published in the Research in Advances Mathematics Education and Science are licensed under the Creative Commons Attribution–ShareAlike 4.0 International License (CC BY-SA 4.0).
This license permits others to use, share, adapt, distribute, and reproduce the published work in any medium or format, provided that appropriate credit is given to the original author(s) and the source, a link to the license is provided, and any changes made are indicated. Any derivative works must be distributed under the same license (CC BY-SA 4.0).
Authors are allowed to deposit the final published version of their articles in institutional or other repositories and to share their work for academic and non-commercial purposes, provided that proper citation of the original publication in the journal is included.
The Research in Advances Mathematics Education and Science is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
