<![CDATA[Mathematics is often perceived by students as an abstract subject disconnected from their everyday cultural reality, resulting in limited engagement and contextual understanding in the classroom. This study aims to describe mathematical activities at the Bukit Sulap tourist attraction in Lubuklinggau City and analyze the results of their implementation in mathematics learning for ninth-grade junior high school students. This is a qualitative study with an ethnographic approach. The ethnographic approach was used to gain an in-depth understanding of the representation of cultural forms and architectural structures at Bukit Sulap as they relate to mathematical concepts. This study employed a qualitative method with a descriptive approach. Primary data were obtained through tests, interviews, and documentation, while secondary data came from literature studies. Data analysis followed the stages of Miles and Huberman: data reduction, data presentation, and conclusion drawing. The results show that the cultural and environmental objects at the Bukit Sulap tourist attraction give rise to various mathematical activities relevant to ninth-grade material. These activities include: (1) congruence and similarity, seen in the shapes of fences, pillars, and building structures that have similar proportions; (2) transformation geometry (mirroring) seen in the symmetrical patterns of pillars, roofs, and ornaments that have mirror images; and (3) spatial structures, such as the shape of the gazebo roof which resembles a cone or pyramid, and lamp posts which are shaped like tubes. The activities of designing, measuring, and calculating carried out by the community or visitors show the application of the concept of flat and spatial structures in real life.]]>
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