Acceso usuarios
[1]
;
Laila Hayati
[1]
;
Dwi Novitasari
[1]
;
Ulfa Lu’luilmaknun
[1]
Indonesia
Mathematics is considered difficult for some students because it tends to be irrelevant to everyday life practices or culture. This study aims to investigate the mathematical structures inherent in the Wariga system and identify its unique characteristics as a form of cultural mathematics to serve as a recommendation for its utilization in mathematics education. The research employed an ethnographic design within an ethnomathematics framework. The primary data collection instruments consisted of field notes, structured interview guides, and documentation studies. The key participants included three groups: a young Wariga educator and maestro, two Bayan officials and traditional leaders, and a community member. Data were analyzed using qualitative techniques, including data reduction, data display, and conclusion drawing and verification. The findings revealed that the Wariga incorporates several mathematical structures and concepts, such as modular arithmetic (modulo 7), a mapping system (naptun), and nested cycles (windon). It combines mathematical, astronomical, and cosmological principles to determine auspicious days for activities like rice planting, weddings, and traditional ceremonies. The study concludes that mathematics has naturally emerged and developed within the Bayan community as a tradition sustained through the Wariga. These findings recommend the integration of Wariga into contextual mathematics learning to foster computational thinking and suggest the development of digital software to simulate its calculations.
