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September 14, 2026Open Access

Exploring Ethnomathematical Elements in Tongkonan Traditional House Architecture as A Learning Resource for Developing Cultural Literacy and Numeracy Among Junior High School Students

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Authors

ILImelda Tanduk1*, Inelsi Palengka2, Evy Lalan Langi3

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Overview

Qualitative exploratory analysis reveals diverse geometric and numerical concepts in Tongkonan architecture, suggesting high value for contextual mathematics and cultural literacy education.

Key Points

  • To explore the ethnomathematical elements embedded in Tongkonan traditional house architecture and evaluate their potential as contextual learning resources for developing cultural literacy and numeracy.
  • Conducted a qualitative exploratory study focusing on traditional Torajan Tongkonan architecture.
  • Collected architectural and structural data through a literature review, indirect observations, and visual documentation analysis.
  • Analyzed data descriptively via data reduction, mathematical concept categorization, and educational interpretation.
  • Identified several secondary-school mathematical concepts embedded in Tongkonan architecture, including plane geometry, solid geometry, symmetry, and geometric transformations.
  • Documented numerical patterns, spatial ratios, and proportions reflected across structural building forms, spatial layouts, and decorative carvings.
  • Demonstrated qualitative potential for contextualizing mathematics curricula within local Toraja cultural heritage to reinforce numeracy and cultural literacy.

Cite This Study

Imelda Tanduk1*, Inelsi Palengka2, Evy Lalan Langi3 (2026) studied this question.

synapsesocial.com/papers/6aa7b3bf0926e14a848b2da5https://doi.org/10.5281/zenodo.22722509
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