Exploring Honai construction as a resource for mathematics learning
DOI:
https://doi.org/10.30862/jhm.v8i1.785Keywords:
Dani Tribe, Ethnomathematics, Geometry, Honai, Qualitative EthnographicAbstract
Cultural heritage plays a critical role in providing context for mathematical learning, offering opportunities to enhance both academic understanding and cultural appreciation. However, there is a gap in integrating ethnomathematical knowledge into formal education, particularly in connecting local cultural practices with abstract mathematical concepts. This study addresses this gap by examining the ethnomathematics of the Dani community, focusing on the construction of the Honai, a traditional structure that reflects the community's indigenous knowledge and craftsmanship. The research aims to identify and analyze the mathematical concepts embedded in the Honai's construction, thereby demonstrating how these principles can inform culturally responsive mathematics education. Using a qualitative ethnographic methodology, data were collected through participant observation, in-depth interviews with traditional builders and community elders, and document analysis. The findings reveal that the Honai incorporates various mathematical principles, including circular geometry in its base, conical or paraboloid shapes in its roof, and non-standard measurement techniques based on body spans and visual alignment. These results highlight the rich geometric, proportional, and spatial reasoning inherent in the Honai's design and construction. The study demonstrates that incorporating the Honai's construction principles into mathematics instruction can enhance student engagement and deepen conceptual understanding by linking abstract concepts to culturally significant practices. This culturally responsive approach not only bridges traditional knowledge with academic content but also fosters pride in cultural identity. By leveraging cultural artifacts like the Honai, this research contributes to the development of inclusive and effective educational strategies that enrich mathematics teaching and learning.References
Abacioglu, C. S., Volman, M., & Fischer, A. H. (2020). Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching. British Journal of Educational Psychology, 90(3), 736–752. https://doi.org/10.1111/bjep.12328
Abdulrahim, N. A., & Orosco, M. J. (2020). Culturally Responsive Mathematics Teaching: A Research Synthesis. The Urban Review, 52(1), 1–25. https://doi.org/10.1007/s11256-019-00509-2
Ascher, M. (2018). Mathematics Elsewhere : An Exploration of Ideas Across Cultures . Princeton University Press. https://doi.org/10.1515/9780691187648
Barton, B. (1996). Ethnomathematics: Exploring Cultural Diversity in Mathematics. American Ethnologist, 21(4), 922–923. http://doi.wiley.com/10.1525/ae.1994.21.4.02a00380
Brottman, M. R., Char, D. M., Hattori, R. A., Heeb, R., & Taff, S. D. (2020). Toward Cultural Competency in Health Care: A Scoping Review of the Diversity and Inclusion Education Literature. Academic Medicine, 95(5), 803–813. https://doi.org/10.1097/ACM.0000000000002995
Gilmer, G. (2001). Ethnomathematics: A promising approach for developing mathematical knowledge among African American women. Changing the Faces of Mathematics: Perspectives on Gender, 7998.
Jablonka, E. (2020). Mathematical Literacy. 113(4), 262–263. https://doi.org/10.5951/mtlt.2019.0397
Kho, R., & Siep, M. (2022). Ethnomathematics of Dani tribes in Baliem valley in Wamena Papua. AIP Conference Proceedings, 2633(September), 030010-1-030010–030015. https://doi.org/10.1063/5.0109890
Leung, A. (2020). Boundary crossing pedagogy in STEM education. International Journal of STEM Education, 7(1), 15. https://doi.org/10.1186/s40594-020-00212-9
Machaba, F., & Dhlamini, J. (2021). Ethnomathematics as a Fundamental Teaching Approach. December 2021, 59–76. https://doi.org/10.1007/978-3-030-82723-6_5
Mania, S., & Alam, S. (2021). Teachers’ perception toward the use of ethnomathematics approach in teaching math. International Journal of Education in Mathematics, Science and Technology, 9(2), 282–298. https://doi.org/10.46328/IJEMST.1551
Martin, D. B. (2018). Mathematics learning and participation as racialized forms of experience: African American parents speak on the struggle for mathematics literacy. In Urban Parents Perspectives Children’S Math. Mtl V8# 3 (pp. 197–229). Routledge.
Moura, E., & Rodrigues, A. (2024). Integrating history of mathematics on the creative process.
Mpuangnan, K. N., & Ntombela, S. (2024). Community voices in curriculum development. Curriculum Perspectives, 44(1), 49–60. https://doi.org/10.1007/s41297-023-00223-w
Muhtadi, D., Sukirwan, Warsito, & Prahmana, R. C. I. (2017). Sundanese ethnomathematics: Mathematical activities in estimating, measuring, and making patterns. Journal on Mathematics Education, 8(2), 185–198. https://doi.org/10.22342/jme.8.2.4055.185-198
Nahar, L. (2023). The Effects of Standardized Tests on Incorporating 21st Century Skills in Science Classrooms. Integrated Science Education Journal, 4(2), 36–42. https://doi.org/10.37251/isej.v4i2.324
Noprisa, N., Fitria Lestari, Desrina Hardianti, Dwi Desmayanasari, Suryatul Aini Asyhara, Deni Efendi, Dopy Rizko, & Elsa Kurnia. (2024). Traditional House of Lampung Kedatun Keagungan: Ethnomathematics Exploration. INOMATIKA, 6(1), 1–18. https://doi.org/10.35438/inomatika.v6i1.417
Patasik, S. (2022). Theological Study On The Psychological Role Of Women In Dani Culture-Papua. Journal of Positive School Psychology, 2022(9), 2302–2309. http://journalppw.com
Prahmana, R. C. I., & D’Ambrosio, U. (2020). Learning Geometry and Values from Patterns: Ethnomathematics on the Batik Patterns of Yogyakarta, Indonesia. 11(3), 439–456.
Rangkuti, A., & Adi Putri Siregar, M. (2023). Design of Mandailing Natal Traditional Houses as a Learning Resource. Journal Of Medives : Journal Of Mathematics Education IKIP Veteran Semarang, 7(2), 298–309. https://doi.org/10.31331/medivesveteran.v7i2.2639
Reinholz, D. L. (2022). Interrogating Innate Intelligence Racial Narratives: Students’ Construction of Counter-Stories within the History of Mathematics. International Journal of Research in Undergraduate Mathematics Education, 8(1), 36–63. https://doi.org/10.1007/s40753-021-00145-w
Sabon, Y. O. S., & Telussa, R. P. (2024). Ethnomathematics-Based Learning Design of Mountainous Papua To Increase Student Engagement and Create Meaningful Learning. Jurnal Pendidikan Matematika (JUPITEK), 7(1), 66–74. https://doi.org/10.30598/jupitekvol7iss1pp66-74
Stahl, G., & Maznevski, M. (2021). Unraveling the effects of cultural diversity in teams: A retrospective of research on multicultural work groups and an agenda for future research. Journal of International Business Studies, 52(1), 4. https://doi.org/10.1057/s41267-020-00389-9
Sunzuma, G., & Maharaj, A. (2021). In-service Zimbabwean teachers obstacles in integrating ethnomathematics approaches into the teaching and learning of geometry. Journal of Curriculum Studies, 53(5), 601–620. https://doi.org/10.1080/00220272.2020.1825820
Umbara, U., Wahyudin, W., & Prabawanto, S. (2021). Exploring Ethnomathematics with Ethnomodeling Methodological Approach: How Does Cigugur Indigenous People Using Calculations to Determine Good Day to Build Houses. Eurasia Journal of Mathematics, Science and Technology Education, 17(2), 1–19. https://doi.org/10.29333/EJMSTE/9673
Van den Heuvel-Panhuizen, M., & Drijvers, P. (2020). Realistic Mathematics Education BT - Encyclopedia of Mathematics Education (S. Lerman (ed.); pp. 713–717). Springer International Publishing. https://doi.org/10.1007/978-3-030-15789-0_170
Wulandari, D. U., Mariana, N., Wiryanto, W., & Amien, M. S. (2024). Integration of Ethnomathematics Teaching Materials in Mathematics Learning in Elementary School. IJORER : International Journal of Recent Educational Research, 5(1), 204–218. https://doi.org/10.46245/ijorer.v5i1.542
Yunita, R., & Sarajar, D. K. (2024). Improving Learning Achievement Through a Self-Esteem Perspective : The Secret to Student Success. 12(3), 326–332. http://dx.doi.org/10.30872/psikoborneo.v12i3
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ronaldo Kho, Pitriana Tandililing, Wigaty Yektiningtyas
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License and Copyright Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Journal of Honai Math Posting Your Article Policy at http://journalfkipunipa.org/index.php/jhm/about
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Copyright
Authors who publish with Journal of Honai Math agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
