Ethnomathematics & Ethnolinguistics: Cultural and Islamic Values in the Architecture of Taqwa Mosque-Metro, Indonesia
DOI:
https://doi.org/10.17507/tpls.1607.32Keywords:
contextual education, culturally responsive pedagogy, ethnomathematics, ethnolinguistics, Islamic architectureAbstract
This study explores the intersection of ethnomathematics and ethnolinguistics in the architectural design of Taqwa Mosque in Metro, Indonesia. Employing a qualitative descriptive design with an ethnographic approach, data were collected through field observation, interviews with community leaders, and visual documentation. The mosque’s domes, arches, minarets, and decorative motifs embody mathematical principles such as symmetry, geometry, proportion, and transformation. These elements are simultaneously functional, aesthetic, and symbolic, embedding Islamic values and local cultural traditions. Ethnolinguistic expressions, including Arabic calligraphy and Lampung script inscriptions, further reinforce cultural identity and religious narratives. The findings reveal that the mosque functions as a “living text,” integrating mathematical and linguistic knowledge with spiritual and cultural meaning. The novelty of this study lies in its dual-disciplinary lens, which simultaneously connects ethnomathematics and ethnolinguistics in the analysis of Islamic architectural space—an approach rarely applied in previous research. This perspective not only highlights the cultural epistemologies embedded in mosque design but also demonstrates the potential of mosque architecture as a contextual learning resource for both mathematics and language education. The study underscores the importance of culturally responsive pedagogy that aligns educational practice with students’ sociocultural environments. To the best of our knowledge, this is the first documented study in Indonesia to integrate these two fields within the context of mosque architecture, offering new insights into character-based education in multicultural and religious settings.
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