Ethnomatematics: Uma Jompa Architecture
Intan Dwi Hastuti Sutarto
Pendidikan Guru Sekolah Dasar Pendidikan Matematika
Universitas Muhammadiyah Mataram Universitas Pendidikan Mandalika
Mataram, Indonesia Mataram, indonesia
intandwihastuti88@gmail.com sutarto@undikma.ac.id
Making connections between mathematics and social and
cultural facets can lead to innovative mathematics. The Mbojo
Culture from Bima, West Nusa Tenggara Province, is one of
the several cultural forms found in Indonesia, an archipelagic
nation with many different ethnic groups. The majority of
teachers are unaware of the potential for studying mathematics
to come from a cultural perspective. This is a qualitative
research with an ethnographic design. Observation and
interviews served as the study's supporting tools. Participant
observation and in-depth interviews were used to get the data.
Traditional elders and cultural specialists who are well-versed
in the construction of uma lengge and uma jompa were the
requirements for the research subjects in the outset. This study
provides evidence that the Mbojo Tribe's forefathers were
cognizant of home design and measurement methods related to
body size (anthropometry). The findings of this investigation
suggest a connection between Mbojo cultural practices and
mathematical ideas
Keywords— ethnomatematics, uma jompa, architecture
I. INTRODUCTION
Integrating math education with culture is a strategy one
can use to significantly improve math understanding.
Mathematical concepts associated with local culture will be
able to help improve mathematical connections. In addition
to being influenced by historical, environmental, social, and
cultural factors, mathematics cannot exist on its own.
A field of science that explores the relationship between
mathematics and culture is ethnomathematics.
Ethnomathematics was first introduced by D'Ambrosio, a
Brazilian mathematician who explored culture to be
associated with mathematics [1]. Ethnomathematics is
present as one of the innovations in mathematics learning
that can foster creativity [2]. The concept of local culture in
learning mathematics can improve students' knowledge and
reasoning [3], [4].
The majority of student activities are still heavily
textbook-focused and unrelated to local wisdom, making
mathematics learning activities in general still overly formal.
In addition, the cognitive component of student performance
is heavily stressed. Teachers can relate mathematical
concepts to their students' sociocultural experiences by using
ethnomathematics. By embracing cultural differences and
viewing them as opportunities for mathematics education,
the study of ethnomathematics allows for the exploration of
mathematical knowledge from the cultural roots of various
societies, connecting and reviving students' critical reasoning
and dialogue, and fostering students' democratic and tolerant
character [1], [2]. Education in general and mathematics
education in particular can be impacted by cultural values
[5].
Please do not give the page number in the header or footer.
Sri Supiyati
Pendidikan Matematika
Universitas Hamzanwadi
Lombok Timur, Indonesia
sri.supiyati@hamzanwadi.ac.id
The findings of earlier research have shown that
learning mathematics is related to components of Sasak
culture, including traditional dwellings, weaving, and
specialty cuisines [6]–[8]. An innovation in mathematics
education, particularly in geometry and measuring materials,
has arisen from the community of West Sumbawa's
exploration of barapan kebo [9], [10]. The study of mbojo
culture, including nggoli sarong weaving, the traditional
jompa home, trade, and the concept of measurement, is a
good way to learn math [11]. To connect mathematical
principles taught in schools in a concrete way, it is necessary
to further investigate the cultures that surround children,
particularly the culture in West Nusa Tenggara.
There are several benefits in applying
ethnomathematical perspective: 1) Learning resources
become more tangible, 2) learning motivation increases, and
3) children's appreciation of their culture grows. In order to
model and measure the traditional homes of the mbojo
community, this study focuses on especially exploring the
mbojo culture. The results of this study are anticipated to
serve as a guide for educators in developing
ethnomathematical-based teaching resources to make
mathematics more engaging and relevant for pupils
II. METHOD
A. Jenis Penelitian
This qualitative method used an ethnographic study
design and was structured according to Spradley's stages or
cycles (1980).
B. Subjek Penelitian
Three individuals who met the criterion for choosing
research subjects, the traditional elders of the Maria Village
who were aware of how Uma Jompa was built, served as the
subjects for this study. The site of data collection was Maria
Village, Wawo District, Bima Regency, West Nusa
Tenggara, where the community is still heavily influenced by
traditional cultural values. Maria Village is a place of Uma
Jompa and Uma Lengge cultural heritage.
C. Instrumen Penelitian
Data collection technique included participant observation
and in-depth interviews. In participant observation, the
researcher observed what was carried out and was involved
in the activities of the research subject. In-depth interviews
are unstructured so that research subjects are more flexible
and naturally provide the information needed.
Data analysis consisted of three stages: 1) preparing and
organizing data 2) describing, clarifying, and interpreting
data into codes and themes, and 3) finally presenting data in
the form of charts, tables and discussions.
III. HASIL DAN PEMBAHASAN
Uma Jompa is an example of Mbojo culture as seen in its
architecture. Construction-wise, the architecture has a
unique appeal. The construction of stages and unloading
junctions without nails or any other connectors besides
wood is a distinguishing feature of Uma Jompa's traditional
architecture. Uma Jompa is made up of the words "home"
and "barn," respectively, in the Mombo language (a place to
store crops). Uma jompa is the name for a structure that
serves as a barn or a place to keep produce. The wombo, the
nest, the ro, and the roof are the four components of an uma
jompa.
Taja
Ro
Sarangge/Ndi Doho Kai
Wombo
Figure 1. Uma Jompa Section
The majority of uma jompa in Wawo Bima District's
Cultural Heritage of Maria Village continue to be
constructed using the original wood and reed materials,
although some roofs now have tile and zinc coverings
instead because it is currently difficult to locate the same
reeds as the original. The farming community of Maria
Village gathers products like rice, candlenuts, and corn for
storage during the harvest season, which happens every year
around May
A. Mathematical Concepts in Uma Jompa Architecture
Since Ro is the most crucial component in the uma jompa
section, it has a more complicated construction-forming
element than other areas of the building. Ro's room is
divided by a floor and wall area. Cantilever beams are also
used in this part. If we look at the illustration, the parallelism
principle is applied in both the placement of Cela Tuu and
Pado as well as the arrangement of Nggabe and Nggore. A
beam area measuring 2.5 meters in length, 2 meters in width,
and 2 meters in height serves as the framework for the Ro
section. It includes a forming frame as well as filler
components for the walls and floors. The rectangular Ro is
accessible through one door.
2
2,5
Figure 2. Ro Size in Uma Jompa
There are four body parts in Uma Jumpa: the wombo,
nest, ro, and taja, each of which has a specific size. The
wombo's portion is determined by measuring the distance
between the ground and the nest surface, which is roughly 1
m. For people in a sitting position, the height in the nest,
which is approximately 100 cm or 1 m, is quite spacious.
The main storage room is typically no higher than 2 m in
height. People are able to stand in Ro because the sharp
section lacks a barrier. Taja is between 125 and 145 cm tall.
The Taja roof slopes between 30 and 40 degrees. Uma
Jompa's height typically ranges from 456 to 558 cm.
The size of the Uma Jompa building is closely related
to the character of the building owner's body during the
early development period [6], [12]. At that time there was
no standard size commonly used today. As with Sarangge's
height, the size of the human body is applied. The nest that
functions as a public space to relax in a sitting position has a
combination size. The height of the nest can only be used by
humans in a sitting or lying position. It does not allow
activities in a higher position than sitting. Human height in a
sitting position plus head height has a size that corresponds
to the height of the nest. The activity of relaxing sitting in
the nest, which is only possible in a sitting position, has a
distance between the head and the elements of the building
above it.

Figure 3. Calculation of Sarangge Height (Image
taken from Hikari, Antariksa, & Ridjai, 2019)
For example, the dimension of height in a sitting
position is symbolized by x and the dimension of
shoulder height in a sitting position is symbolized
by y, and head height is symbolized by z, then
(1)
So head height is 25.8 cm
If the height of the nest is p, then
= 80,65+25,8 (2)
the height of Sarangge is 106.45 cm
From the results of direct measurements, the height
of the Sarangge is approximately 1 meter or 100
cm, and after being analyzed using the size of the
human body, according to equations (1) and (2)
that the height of the nest is 91.65 cm. Based on the
results of measuring the height of the nest directly
and the analysis of calculating the size of the
human body, the results are not much different.
According to direct measurements, the wambo
stands about 1 meter or 100 cm tall. After
measuring the wambo's height, the dimensions for
the human body were used. The dimensions were
in line with a person's hip height, which is 91.65
cm.
Figure 4. Wambo's height (Image taken from Hikari,
Antariksa, & Ridjai, 2019)
The use of cubits in some parts of the building shows that
the construction of Uma Jompa was measured based on the
anthropometry of the owner. The cubit size is calculated
from the tip of the right hand to the tip of the left hand in a
stretched position according to the size in metric which is
153.84 cm. This measure is generally used in determining
the distance between ri'i which is measured on the side of
the building. In the explanation of the picture, it can be seen
that the ri'i distance used is the front ri'i and the rear ri'i.
Figure 5. The size of the cubit on the size of the distance
of Ri'i pegged on the side
IV. CONCLUSION
Uma Jompa is an architectural representation of the
Mbojo tribe's culture. As can be observed from the building
of uma jompa, the Mbojo community has unintentionally
used mathematical principles, such as spatial structure,
measurement, and non-standard units, in their daily lives,
non-standard measures, such as those taken from the human
body, or anthropometry. The Mbojo tribal community is
aware of to the mathematical computations made by earlier
predecessors. The methods of measuring, designing, and
constructing reveal the ethnomathematics used by the Mbojo
community.
V. ACKNOWLEDGMENTS
The researchers would like to thank the informants such as
the traditional elders of Maria Village, Wawo District, who
helped this research. We also thank the Ministry of
Education, Culture, Research, and Technology for providing
funding support through the National Competitive Basic
Research grant. Finally, we would like to thank
Muhammadiyah University of Mataram, Hamzanwadi
University, and Mandalika Education University for
supporting us in conducting this research and publication
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