Teachers’ and Students’ Understanding of Rambu Solo’ Cultural Values as the Foundation for Ethnomathematics Development in Mathematics Learning in North Toraja
DOI:
https://doi.org/10.36312/rj.v5i2.3703Keywords:
Rambu Solo’, Cultural Values, Mathematics Learning, Teachers’ and Students’ UnderstandingAbstract
This study investigates teachers’ and students’ understanding of Rambu Solo’ cultural values as a foundation for developing ethnomathematics-based mathematics learning in North Toraja, Indonesia. The Rambu Solo’ ceremony, a traditional Torajan funeral ritual rich in mathematical elements such as geometry, measurement, and proportional reasoning, provides a meaningful context for culturally responsive pedagogy. A quantitative descriptive design was employed, involving three mathematics teachers and forty eighth-grade students from SMP Negeri 1 Balusu, North Toraja. Data were collected using a Local Cultural Understanding Questionnaire, which was validated through expert judgment and statistical testing. The validity test using the Pearson Product–Moment correlation indicated that all items were valid (r > 0.30), while the reliability test using Cronbach’s Alpha (? = 0.87) showed high internal consistency, confirming the instrument’s reliability.The descriptive statistical analysis revealed that both teachers and students demonstrated a low level of understanding of Rambu Solo’ cultural values and their application in mathematics learning, with mean scores of 2.55 and 1.95, respectively. These findings indicate that cultural elements have not yet been systematically incorporated into classroom practices. The lack of training in local wisdom-based pedagogy, limited contextual learning materials, and absence of a structured learning model contribute to this condition. The study highlights the urgent need for culturally responsive mathematics instruction that integrates ethnomathematical perspectives rooted in local traditions. Such integration not only enhances students’ conceptual understanding but also fosters cultural awareness, engagement, and pride in their heritage. The results provide an empirical foundation for developing a Toraja-based ethnomathematics learning model to make mathematics education more contextual, meaningful, and culturally sustaining.
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