Articles
Open Access

Exploring the Concept of Geometry in Halasuji Kanre Ana’: Synergy of Mathematics with Local Culture

Sri Satriani 1 ID , Kristiawati 2 ID , Muhammad Rizal Usman 3 ID , Ranti Kurniasih 4 ID
1 Doctoral Program in Mathematics Education, Universitas Negeri Malang, Indonesia
2 Doctoral Student, Study Program of Mathematics Education, Universitas Negeri Malang, Indonesia
3 Department of Mathematics Education, Universitas Muhammadiyah Makassar, Indonesia
4 Department of Mathematics Education, Universitas Muhammadiyah Ponorogo, Indonesia
Published 2025-12-31
Vol. 1 No. 2 (2025) Pages 87-105
DOI https://doi.org/10.65508/a5d4gr66
Views / Downloads 231 22
Download PDF

Abstract

This study addresses the persistent challenge of teaching geometry as an abstract and culturally detached subject by exploring the integration of local wisdom through an ethnomathematical perspective. The study examines halasuji kanre ana’, a traditional Bugis–Makassar bamboo artifact used in wedding rituals, as a contextual learning resource. The urgency of this research lies in the limited utilization of three-dimensional cultural artifacts in formal geometry instruction. The objective of the study is to identify and analyze the geometric concepts embedded in halasuji kanre ana’ and to evaluate its potential contribution to culturally contextual geometry learning. Employing a qualitative ethnomathematical approach, data were collected through artifact observation, documentation, and analysis of construction patterns and weaving structures, and were interpreted using thematic and conceptual analysis. The results reveal that halasuji kanre ana’ embodies a wide range of geometric concepts, including solid geometry, plane figures, line and angle relationships, tessellation, symmetry, and geometric transformations. These concepts are systematically interconnected within both the artifact’s structural framework and its decorative pattern. The novelty of this study lies in its comprehensive examination of a three-dimensional ritual artifact that integrates multiple geometric domains within a single cultural object, moving beyond the predominantly two-dimensional focus of prior ethnomathematics research. The study concludes that halasuji kanre ana’ has strong potential as a culturally contextual learning medium that bridges abstract mathematical concepts with students’ cultural experiences. This research contributes to the field of local wisdom education by providing a theoretically grounded framework for integrating indigenous cultural artifacts into mathematics instruction, thereby supporting meaningful learning, cultural preservation, and the development of inclusive and contextually relevant educational practices.
Keywords: Ethnomathematics Geometry learning Halasuji kanre ana' Local wisdom Bugis-Makassar culture

How to Cite

Satriani, S., Kristiawati, Usman, M. R. ., & Kurniasih, R. . (2025). Exploring the Concept of Geometry in Halasuji Kanre Ana’: Synergy of Mathematics with Local Culture. Journal of Local Wisdom in Education, 1(2), 87-105. https://doi.org/10.65508/a5d4gr66
More Citation Formats

Views / Downloads

No statistics available yet.
231 Abstract
22 Downloads

Files

PDF
22 downloads Download

License

Copyright (c) 2026 Sri Satriani, Kristiawati , Muhammad Rizal Usman, Ranti Kurniasih (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

All articles published in the Journal of Local Wisdom in Education are licensed under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).

Under this license, authors retain the copyright of their work. Anyone is free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) for any purpose, even commercially, provided that proper attribution is given to the original author(s) and the source, and any derived work is distributed under the same license (CC BY-SA 4.0).

Authors grant the journal the right of first publication, with the work simultaneously licensed under a Creative Commons license that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.

For full license terms, please visit:
https://creativecommons.org/licenses/by-sa/4.0/

References

Abah, J. A., Iji, C. O., Abakpa, B. O., & Anyagh, P. I. (2021). Design, implementation, and assessment of a web-based ethnomathematics instructional content repository for mathematics teachers in Benue State, Nigeria. Journal of Mathematics and Science Teacher, 1(1), 1-29. https://doi.org/10.29333/mathsciteacher/11075

Aduloju, O. D. (2025). Assessing teachers’ perceptions of ethnomathematics as a pedagogical approach in mathematics education in Nigeria. American Journal of Educational Leadership and Policy Studies, 1(1), 26–35. https://doi.org/10.54536/ajelps.v1i1.4917

Amreta, M. Y. (2024). Development of numeracy assessment based on ethnomathematics in the Merdeka Curriculum Phase B. Syaikhuna: Jurnal Pendidikan dan Pranata Islam, 15(1), 12–24. https://doi.org/10.62730/syaikhuna.v15i01.7299

Anggraeni, D. I., Wicaksono, B. A., & Mardhiyatirrahmah, L. (2025). Eksplorasi etnomatematika pada Tugu Hari Jadi Kabupaten Dati II Tanah Laut. Mandalika Mathematics and Educations Journal, 7(4), 1789–1803. https://doi.org/10.29303/jm.v7i4.10802

Bancong, H. (2025). Strategi reviu riset dan konstruksi teori: Metode, analisis, dan studi kasus [Research review and theory construction strategies: Methods, analysis, and case studies]. Indonesia Emas Group.

Campo-Fernández, J. E., & Tovar-Aguirre, A. (2024). Relevancia y etnomatemática en la educación de niños indígenas del Cauca, Colombia. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 23(1), 1–29. https://doi.org/10.11600/rlcsnj.23.1.6540

Chaudhary, P. R., Panthi, D., & Bhatta, C. R. (2023). Ethnomathematics: Geometry and architecture of the Tharu’s traditional houses at Chakhoura Museum. Journal of Mathematical Problems, Equations and Statistics, 4(2), 9–13. https://doi.org/10.22271/math.2023.v4.i2a.96

Cortes, D. P. de O., & Orey, D. C. (2020). Connecting ethnomathematics and modelling: A mixed methods study to understand the dialogic approach of ethnomodelling. Revemop, 2, 1-25. https://periodicos.ufop.br/revemop/article/view/2209

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

D’Ambrosio, U. (2020). Ethnomathematics: Past and future. Revemop, 2, 1-14. https://periodicos.ufop.br/revemop/article/view/2201

D’Ambrosio, U. (2024). Nonkilling mathematics? The ethics of mathematics in the final analysis. Philosophy of Mathematics Education Journal, 41. https://www.exeter.ac.uk/research/groups/education/pmej/pome41/index.html

D’Ambrosio, U., & Rosa, M. (2017). Ethnomathematics and its pedagogical action in mathematics education. In Ethnomathematics and its diverse approaches for mathematics education, 285–305. https://doi.org/10.1007/978-3-319-59220-6_12

Daniel, F., Turmudi, T., Juandi, D., & Kusnandi, K. (2025). Exploring mathematical concepts in Buna woven fabric motifs of the Amanuban community and their integration into mathematics education. Journal La Edusci, 6(2), 230–247. https://doi.org/10.37899/journallaedusci.v6i2.2117

Danoebroto, S. W., Suyata, S., & Jailani, J. (2024). Teachers’ efforts to promote students’ mathematical thinking using ethnomathematics approach. Mathematics Teaching-Research Journal, 16(2), 207–216. https://files.commons.gc.cuny.edu/wp-content/blogs.dir/34462/files/2024/06/11.-Danoebroto.pdf

Hidayat, E., Ratnaningsih, N., Sunendar, A., & Siregar, J. S. (2020). Ethnomathematics: Disclosing mathematical concepts in Batak Toba traditional house. Journal of Physics: Conference Series, 1657(1), 1-7. https://doi.org/10.1088/1742-6596/1657/1/012053

Hikmah, A. F., Faiziyah, N., & Ishartono, N. (2024). Implementation of ethnomathematics-oriented problem-based learning to improve student activities and learning outcomes. AIP Conference Proceedings, 2926(1), 020001. https://doi.org/10.1063/5.0183046

Kadir, H., & Rosmini, R. (2025). Annabba as cultural pedagogy: Exploring local wisdom values in Bugis-Makassar wedding traditions. Journal of Local Wisdom in Education, 1(1), 33-47. https://doi.org/10.26618/3ep9va76

Kolovou, M. (2023). Embracing culturally relevant education in mathematics and science: A literature review. The Urban Review, 55(1), 133–172. https://doi.org/10.1007/s11256-022-00643-4

Kurniati, Nurzamsinar, A., & Amalia, T. (2025). Traditional games as culturally responsive pedagogy: Exploring boy-boy game for character building in pancasila education. Journal of Local Wisdom in Education, 1(1), 72-86. https://doi.org/10.26618/pwgehq16

Kusi, P., & Bonyah, E. (2025). A systematic review and bibliometric report: Ethnomathematics and culturally responsive pedagogy in mathematics education. European Journal of Education Studies, 12(9), 113-229. https://doi.org/10.46827/ejes.v12i9.6187

Kusuma, A. B., Hanum, F., Abadi, A. M., & Ahmad, A. (2024). Exploration of ethnomathematics research in Indonesia (2010–2023). Infinity Journal, 13(2), 393–412. https://doi.org/10.22460/infinity.v13i2.p393-412

Mania, S., & Alam, S. (2021). Teachers’ perception toward the use of ethnomathematics approach in teaching math. International Journal of Education in Mathematics, Science and Technology, 9(2), 282–298. https://doi.org/10.46328/ijemst.1551

Meeran, S. (2024). Decolonising mathematics education: Teachers’ initial experiences of using ethnomathematical games in the intermediate phase. Interdisciplinary Journal of Sociality Studies, 4(S1), 1–14. https://doi.org/10.38140/ijss-2024.vol4.s1.03

Nur, A. S., Waluya, S. B., Kartono, K., & Rochmad, R. (2021). Ethnomathematics perspective and challenge as a tool of mathematical contextual learning for indigenous people. International Journal on Emerging Mathematics Education, 5(1), 1-12. https://doi.org/10.12928/ijeme.v5i1.17072

Owusu-Darko, I., Sabtiwu, R., Doe, F., Owusu-Mintah, B., & Ofosu, E. (2023). Akan ethnomathematics: Demonstrating its pedagogical action on the teaching and learning of mensuration and geometry. Journal of Mathematics and Science Teacher, 3(2), 1-12. https://doi.org/10.29333/mathsciteacher/13281

Pradhan, J. B. (2023). Ethnomathematical study on cultural artifacts: An ethnographic field to classroom practice. Journal of Mathematics Education, 5(1), 98–103. https://doi.org/10.3126/jme.v5i1.60856

Pradhan, J. B., Sharma, T., & Sharma, T. (2021). Ethnomathematics research practices and its pedagogical implications: A Nepalese perspective. Journal of Mathematics and Culture, 15(1), 110–126. https://journalofmathematicsandculture.wordpress.com/wp-content/uploads/2021/05/article_6.pdf

Prahmana, R. C. I. (2022). Ethno-realistic mathematics education: The promising learning approach in the city of culture. SN Social Sciences, 2(12). https://doi.org/10.1007/s43545-022-00571-w

Prahmana, R. C. I., & D’Ambrosio, U. (2020). Learning geometry and values from patterns: Ethnomathematics on the batik patterns of Yogyakarta, Indonesia. Journal on Mathematics Education, 11(3), 439–456. https://jme.ejournal.unsri.ac.id/index.php/jme/article/view/3746

Risnanosanti, R., Ristontowi, R., & Ramadianti, W. (2024). Mathematics concepts in making kites as a tool in ethno-STEM-based learning. International Journal of STEM Education for Sustainability, 4(1), 24–37. https://doi.org/10.53889/ijses.v4i1.301

Rosa, M., & Orey, D. C. (2021). Ethnomodelling as the translation of diverse cultural mathematical practices. In Handbook of the mathematics of the arts and sciences, 2607–2635. https://doi.org/10.1007/978-3-319-57072-3_70

Rosa, M., & Orey, D. C. (2022). Emic, etic, dialogic, and linguistic perspectives on ethnomodelling. In Handbook of cognitive mathematics, 161–190. https://doi.org/10.1007/978-3-031-03945-4_3

Rosa, M., & Orey, D. C. (2023). Considerations about ethnomathematics, culturally relevant pedagogy, and social justice in mathematics education. Educação Matemática Pesquisa, 25(2), 145–165. https://doi.org/10.23925/1983-3156.2023v25i2p145-165

Rosa, M., & Orey, D. C. (2024). Exploring cultural dynamism of ethnomodelling as a pedagogical action for students from minority cultural groups. ZDM–Mathematics Education, 56(3), 423–434. https://doi.org/10.1007/s11858-023-01539-7

Sa’dijah, C., Anwar, L., Hidayah, I. R., Abdullah, A. H., & Cahyowati, E. T. D. (2024). Mathematics learning models based on local wisdom of Malang to support critical and creative thinking of secondary school students. AIP Conference Proceedings, 3235(1), 030025. https://doi.org/10.1063/5.0234944

Setiaputra, F. I., Subanti, S., Usodo, B., Triyanto, T., Fitriana, L., & Hendriyanto, A. (2025). A systematic review of ethnomathematics research (2019–2023): Cultural integration in mathematics teaching and learning. Jurnal Pendidikan MIPA, 26(1), 195–211. https://doi.org/10.23960/jpmipa.v26i1.pp195-211

Singh, J. P. (2022). Culture-based education. International Journal of Multidisciplinary Education Research, 4(5), 18–21. https://s3-ap-southeast-1.amazonaws.com/ijmer/pdf/volume11/volume11-issue4(5)/4.pdf

Susanti, E., Kurniawan, H., Widodo, S. A., & Perbowo, K. S. (2023). Ethnomathematics: Concept of geometry and cultural wisdom in the construction of the Minangkabau Gadang House. Mathline: Jurnal Matematika dan Pendidikan Matematika, 8(4), 1259–1270. https://doi.org/10.31943/mathline.v8i4.474

Umbara, U., Prabawanto, S., & Jatisunda, M. G. (2023). Combination of mathematical literacy with ethnomathematics: How to perspective Sundanese culture. Infinity Journal, 12(2), 393–414. https://doi.org/10.22460/infinity.v12i2.p393-414

Zainovi, P., Mariana, N., Istiq’faroh, N., Wiryanto, W., & Muhimmah, H. (2025). Integrating ethnomathematics in geometry learning to enhance primary students’ numeracy skills: A systematic literature review. Journal of Innovation and Research in Primary Education, 4(3), 1044–1053. https://doi.org/10.56916/jirpe.v4i3.1467