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All Journal SAINSMAT Jurnal Pendidikan Sains IJoLE: International Journal of Language Education Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Education and Human Development Journal UNM Environmental Journals Mattawang: Jurnal Pengabdian Masyarakat Pinisi Business Administration Review Kognitif: Jurnal Riset HOTS Pendidikan Matematika International Journal of Mathematics and Mathematics Education (IJMME) Jurnal Tadris Matematika (JTMT) Riemann : Research of Mathematics and Mathematics Education Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat (JHP2M) Journal on Mathematics Education Issues in Mathematics Educations (IMED)
Suradi Tahmir, Suradi
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Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Journal : Journal on Mathematics Education

 1 
Topological thinking in Bugis burial customs: Ethnomathematical insights from Mampu Cave Jafaruddin; Tahmir, Suradi; Amda, Nayla Faiqah
Journal on Mathematics Education Vol. 16 No. 4 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i4.pp1193-1212

Abstract

Mathematics has traditionally been perceived as abstract and disconnected from cultural practices; however, emerging ethnomathematical research suggests that sophisticated mathematical concepts are embedded within indigenous knowledge systems. This study employs an ethnographic approach to identify and analyze topological concepts within Bugis burial customs at Mampu Cave, Bone Regency, South Sulawesi, Indonesia. Through three months of fieldwork combining participant observation, semi-structured interviews, and mathematical analysis of burial structures, we documented the Sijello To Mampu petrification legend and examined spatial arrangements, carved patterns, and transformation narratives. The investigation revealed three levels of topological sophistication: homeomorphic transformations implicit in human-to-stone petrification narratives that preserve topological invariance; deliberate geometric symmetries and path-connected spatial arrangements in burial configurations; and a seven-crossing knot pattern in carved burial markers yielding a calculable Alexander Polynomial. These findings were systematized into a Realistic Mathematics Education (RME) framework progressing from concrete cultural experiences through abstraction to formal topological knowledge, integrating Bugis noble values (pangadereng) throughout. The study demonstrates that advanced topological thinking exists within traditional Bugis burial customs, challenging conventional boundaries between formal and informal mathematical knowledge while extending D'Ambrosio's ethnomathematical framework to encompass highly abstract mathematical domains. The developed educational framework integrates indigenous knowledge into advanced mathematics education, thereby contributing to curriculum decolonization and heritage preservation while enhancing engagement among students from similar cultural backgrounds.
Bridging a framework for mathematical abilities: How set theory becomes the ultimate problem-solving algorithm Ma'rup; Talib, Ahmad; Tahmir, Suradi; Rusdin
Journal on Mathematics Education Vol. 17 No. 1 (2026): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v17i1.pp69-88

Abstract

Set theory functions as a foundational structure in mathematics, underpinning logical reasoning and the interpretation of relationships across diverse mathematical contexts. Nevertheless, research in mathematics education indicates that students often experience difficulty transferring abstract set-theoretic concepts into effective strategies for solving contextual problems. This challenge reflects a critical pedagogical gap: the lack of a systematic instructional framework that explicitly links the logical structure of set theory to students’ problem-solving processes. To address this gap, the present study proposes a novel pedagogical construct, termed the Bridge Model of the Set Theory Framework, which is designed to mediate between conceptual understanding and applied problem-solving competence. The primary aim of this study is to develop and explicate the Bridge Model and to examine how students employ it to operationalize set-theoretic concepts when engaging with contextual mathematical problems. A qualitative research design using a case study methodology was adopted. Data were collected through classroom observations, semi-structured interviews with mathematics teachers and purposively selected students, and analysis of students’ written solutions. Participants were selected based on their demonstrated engagement with set concepts. Data analysis was conducted inductively using narrative and grounded theory approaches to identify patterns in students’ cognitive and representational practices. The findings reveal recurrent difficulties in students’ translation of contextual information into formal mathematical representations and result in a three-phase Bridge Model, namely problem decontextualization, symbolic mapping of sets, and logical solution validation. Theoretically, this study contributes to mathematics education literature by articulating a structured mechanism that connects abstract set theory with mathematical reasoning in context. Practically, the model offers a principled instructional guide for teaching set theory as a core logical tool, supporting students’ analytical reasoning and systematic problem-solving abilities.
Co-Authors Abbas, Nurul Fitriany Ahmad Talib Amda, Nayla Faiqah Ammade, Salasiah Andi Faridah Arsal Andi Quraisy Andi Syukriani Arifah Novia Arifin, Arifah Novia Arsad Bahri Asdar Asdar Assagaf, Said Fachry Azizah, Rifdah Baso Jabu, Baso Bernard Bernard, Bernard Danial DEWI SARTIKA Dinar, Muhammad Dirawan, Gufron D Erwin Anggara Fajar Arwadi Gufran D. Dirawan, Gufran D. Hastuty Musa Hirpan, Hirpan Hisyam Ihsan Ja'faruddin Jafaruddin Jirana, Jirana Jufri, Hasrini Kamaruddin, Nurzatulshima Ma'rup Ma'rup, Ma'rup Marup, Marup Maya Kasmita Muhammad Ali Muhammad Ardi, Muhammad Muhammad Khalifah Mustami Murni Mahmud Nurhasanah Nurhasanah R. Rusli Rifdan . Rusdin Rusdin Rusdin Rusdin Sabri Sabri Sufri, Sufri Mashuri Talib, Dr. Ahmad Usman Mulbar Wardah, Siti Syarifah Wafiqah Yusminah Hala