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All Journal Jurnal Elemen Al-Jabar : Jurnal Pendidikan Matematika Guru Tua : Jurnal Pendidikan dan Pembelajaran MUWAZAH: Jurnal Kajian Gender Al-MAIYYAH : Media Transformasi Gender dalam Paradigma Sosial Keagamaan AL MA'ARIEF : JURNAL PENDIDIKAN SOSIAL DAN BUDAYA Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran SocioEdu: Sociological Education Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Aras, Andi
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Jurnal Elemen

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Bugis ethnomathematics: Exploration of the sulapa eppa walasuji motif as a source of learning mathematics Aras, Andi; Nasruddin; Zahrawati B., Fawziah; Syahrul
Jurnal Elemen Vol 11 No 2 (2025): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i2.29549

Abstract

Mathematics has historically been integrated into everyday life, and Indonesia's cultural heritage, such as the walasuji of the Bugis community, provides a valuable context for learning. This study explores activities involving mathematical concepts found in the making of walasuji. A descriptive qualitative method with an ethnographic approach was used. Data were collected through observation, documentation, and interviews. The findings reveal that making walasuji involves mathematical concepts such as translation, reflection, rotation, and straight-line equations, offering potential as contextual learning resources in schools. Additionally, the sulapa eppa walasuji motif embodies character values manifested in humans, namely intellectuality (acca), courage (warani), honesty (lempu), and wealth (sugi), referred to as sulapa eppa na taue (the philosophy of a quadrilateral human). Integrating cultural artifacts like walasuji into mathematics learning can enhance students' engagement, cultural awareness, and critical thinking skills. This research implies that future mathematics education should incorporate elements of local wisdom to create meaningful, relevant, and culturally responsive learning experiences, aligning mathematics more closely with students' everyday realities and cultural identities.
Co-Authors Ade Hastuty Anugra, Novia Buhaerah Buhaerah Buhaerah, Buhaerah Busrah, Zulfiqar Fajriyani Fawziah Zahrawati B Fitriani Imranah Ingle, Poonam Jumaisa, Jumaisa Nasruddin Nzobonimpa, Claver Pathuddin, Hikmawati Rully Charitas Indra Prahmana Sartika Arifin Setialaksana, Wirawan - Syahrul Syarif, St Humaerah Yusaerah, Nur Zahrawati B, Fawziah Zahrawati B., Fawziah