Author Information
Gida Kadarisma, Institut Keguruan dan Ilmu Pendidikan, IndonesiaJagad Aditya Dewantara, Universitas Tanjungpura, Pontianak, Indonesia
Indah Puspita Sari, Institut Keguruan dan Ilmu Pendidikan Siliwangi Bandung, Indonesia
Anton Nasrullah, Universitas Bina Bangsa, Indonesia
Soeharto Soeharto, Badan Riset Inovasi Nasional, Indonesia
Abstract
This study explores the ethnomathematical practices of the Baduy indigenous community and examines their potential as a foundation for developing culturally contextualized geometry teaching materials for junior high school students in Indonesia. Using a qualitative ethnographic approach, data were collected through participant observation, in-depth interviews with community elders and craftsmen, and documentation of cultural artifacts. The findings reveal that Baduy cultural practices embody rich geometric concepts, particularly through artifacts such as the Adu Mancung weaving motif and the Dudukuy headgear, which represent rhombus patterns, symmetry, circles, radial structures, and proportional reasoning. These ethnomathematical elements were mapped onto the junior high school geometry curriculum and transformed into contextual learning tasks that connect formal mathematical concepts with authentic cultural experiences. The integration of Baduy ethnomathematics into geometry instruction offers meaningful learning opportunities that enhance students’ conceptual understanding, spatial reasoning, and problem-solving skills while fostering appreciation of local wisdom. This study concludes that Baduy ethnomathematics provides a strong pedagogical foundation for culturally responsive geometry education and supports the sustainability of indigenous community knowledge in the context of 21st-century mathematics learning.
Paper Information
Conference: ACE2025Stream: Education
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Kadarisma G., Dewantara J., Sari I., Nasrullah A., & Soeharto S. (2026) Sustainability of Indigenous Community Education Through Baduy Tribe Ethnomathematics: Integrating Local Wisdom in 21st Century Mathematics Learning ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 853-865) https://doi.org/10.22492/issn.2186-5892.2026.65
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.65
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