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All Journal DWIJA CENDEKIA: Jurnal Riset Pedagogik Indonesian Journal of Science and Mathematics Education MATEMATIKA DAN PEMBELAJARAN JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) MATHEMA: JURNAL PENDIDIKAN MATEMATIKA English Teaching and Linguistics Journal (ETLiJ) Jurnal Abdimas Sangkabira Assyfa Learning Journal BAKIRA: Jurnal Pengabdian Kepada Masyarakat Jurnal Tadris Matematika (JTMT)
Ratau, Asria
Program Studi Pendidikan Matematika FKIP Universitas Muhammadiyah Maluku
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Leveraging Indigenous Architectural Patterns for Contextualized Learning: A Pedagogical Framework for Geometry in the Hena Puan Cultural Setting Ratau, Asria; Utomo, Dwi Priyo; Widodo, Joko; Cholily, Yus Mochamad; Effendi, Moh. Mahfud; Inganah, Siti
Assyfa Learning Journal Vol. 4 No. 1 (2026): Assyfa Learning Journal (January)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.946

Abstract

The gap between abstract mathematical concepts and local cultural realities often hinders the effectiveness of students' geometric comprehension. This study aims to integrate the architectural wisdom of the traditional Baeleo Hena Puan house as a contextual pedagogical framework to strengthen geometric literacy. Through a qualitative exploratory descriptive approach, an in-depth visual analysis of the architectural structure was conducted to identify geometric concepts such as two-dimensional shapes (rectangles, triangles, trapezoids) and three-dimensional solids (rectangular and triangular prisms). The findings demonstrate that these architectural elements not only represent physical forms but also embody patterns of repetition and reflectional symmetry, reflecting complex mathematical activities in accordance with D’Ambrosio’s ethnomathematics theory. This research concludes that transforming architectural values into instructional materials serves as a strategic bridge to enhance students' cognitive engagement in meaningful mathematics learning. The proposed pedagogical framework provides an integrated learning model that enables educators to transform ethnomathematical data into instructional media relevant to 21st-century competency requirements. By incorporating traditional building designs into the formal curriculum, geometry instruction becomes more applicable while simultaneously functioning as a tool for preserving cultural identity within a modern educational setting. Implementing this framework is expected to facilitate a paradigm shift from formula-based learning to context-based and experiential-based learning.
Co-Authors Abdulkadir Rahardjanto, Abdulkadir Ahmad Alwi Ahmad Salatalohy Alimudi, Saiful Alwi, Ahmad Arien Sayang Bugis, Halima Djoko Widodo Dwi Priyo Utomo Halima Bugis Halima Bugis Hartono Nurlette Ismail Borut Julham Hukom Marasabessy, Rendi Melda Yunita Moh. Mahfud Effendi Musaid, Hendra Nurfadila Hasani Ohiwal, Morgan Rumatiga, Masdar Salatalohy, Ahmad Samaneri, La Ahmat Yudin Sarifa Sarifa Sarifa, Sarifa Sayang, Arien Selan, Sehat Siti Inganah Umar, Munazar Urusia Indriani Aineka Wa Nurmin Wagola Wa Samuria Wally Wagola, Nurmin Wagola, Wa Nurmin Wagola, Wa Yati Windi Samaneri Yus Mochamad Cholily