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A traditional fishing boat used by the coastal community of Barru Regency, South Sulawesi, contains a rich collection of geometric principles that could transform the way mathematics is taught in schools. Researchers Mulyati from STKIP YPUP Makassar, Nely Salu Padang from Institusi Jambatan Bulan, Fitri Arniati from Universitas Pendidikan Muhammadiyah Sorong, and Miftahul Janna from Universitas Negeri Makassar documented how the bagan boat, a traditional lift-net fishing vessel, naturally incorporates concepts such as triangles, rectangles, symmetry, angles, scale, and proportional measurement. Published in 2026 in the Jurnal Multidisiplin Madani (MUDIMA), the study highlights how local cultural knowledge can become an engaging and meaningful resource for teaching geometry while preserving Indonesia's maritime heritage.
Across Indonesia, educators are
increasingly seeking teaching approaches that connect mathematics with
students' everyday experiences. Although mathematics is often presented through
formulas and abstract diagrams, many mathematical ideas have existed for
generations within traditional architecture, handicrafts, navigation,
agriculture, and fishing technologies. Ethnomathematics—a field that explores
the relationship between mathematics and culture—offers a way to bridge
classroom learning with real-life practices, making mathematical concepts
easier to understand while strengthening appreciation for local traditions.
Barru Regency, located on the
western coast of South Sulawesi, has long been known for its fishing
communities. Among the region's traditional fishing technologies is the bagan
boat, a lift-net fishing vessel constructed from bamboo, wooden frames,
ropes, poles, nets, lamps, and a motorized boat. While fishermen primarily
value the bagan for its effectiveness in catching fish, the research reveals
that its design also reflects sophisticated geometric reasoning developed
through generations of practical experience rather than formal mathematical
education.
To investigate these hidden
mathematical patterns, the research team adopted an exploratory qualitative
design using an ethnomathematical approach. Fieldwork was conducted
in the coastal communities of Barru Regency, focusing on fishermen, bagan
builders, boat owners, and community leaders with extensive knowledge of
traditional fishing practices. Data were collected through direct observations,
interviews, documentation, photographs, structural sketches, and detailed field
notes. The researchers then analyzed the physical structure of the bagan boat
by identifying geometric concepts embedded within its components and relating
these findings to mathematics education.
Rather than examining the bagan
only as fishing equipment, the researchers treated it as a cultural artifact
that embodies mathematical thinking. Every structural component—from the main
frame and supporting poles to the ropes and fishing net—was examined for
evidence of geometric relationships.
The analysis uncovered numerous
mathematical concepts naturally integrated into the construction of the bagan
boat:
- Rectangles and quadrilaterals appear in the
main frame that supports the fishing net.
- Parallel and perpendicular lines are formed by
the arrangement of poles and crossbars.
- Triangles emerge from the supporting rope
system that stabilizes the structure.
- Acute, right, and obtuse angles are visible
where poles, ropes, and frames intersect.
- Symmetry is reflected in the balanced design
between the left and right sides of the vessel.
- Area and perimeter concepts are represented by
the dimensions of the fishing net.
- Diagonals and oblique lines appear in the rope
connections between poles and the frame.
- Scale, proportion, and similarity guide the
relationships between pole height, frame size, rope length, and net
dimensions.
Interviews with experienced
fishermen revealed that these geometric principles are applied intuitively
during construction. Although builders rarely describe their work using formal
mathematical terminology, they consistently estimate distances, compare measurements,
maintain structural balance, determine appropriate angles, and adjust
proportions to ensure that each bagan boat remains stable under challenging
marine conditions. These practices demonstrate that mathematical reasoning has
become deeply embedded within the community's traditional knowledge system.
One of the most striking findings
involves the use of triangular support systems. The combination of vertical
poles, horizontal frames, and diagonal ropes forms triangular structures that
distribute loads efficiently and strengthen the fishing platform against waves
and wind. Likewise, the symmetrical arrangement of the frame ensures stability
while lifting and lowering the fishing net. These engineering solutions closely
correspond to geometric principles commonly taught in secondary school
mathematics.
The study also highlights that
mathematical knowledge does not exist solely within classrooms or textbooks.
Instead, it develops naturally through observation, repeated practice,
environmental adaptation, and the transmission of local wisdom across generations.
In Barru's fishing communities, mathematical thinking has evolved as part of
everyday problem-solving, allowing fishermen to design equipment that is
functional, durable, and environmentally appropriate.
These findings have significant
implications for education. Integrating the bagan boat into geometry lessons
could make mathematics more contextual and meaningful, particularly for
students living in coastal regions. Rather than learning abstract concepts in
isolation, students could study familiar cultural objects while simultaneously
strengthening their understanding of lines, angles, symmetry, measurement, and
proportional reasoning. Such an approach may also foster greater appreciation
for Indonesia's cultural heritage while encouraging students to recognize the
scientific value of traditional knowledge.
Beyond education, the research
demonstrates the broader importance of documenting indigenous engineering
knowledge. Traditional fishing technologies represent generations of
accumulated experience in solving practical problems using locally available
materials and environmental observations. Preserving this knowledge contributes
not only to cultural conservation but also to interdisciplinary research
connecting mathematics, engineering, anthropology, fisheries, and education.
According to the researchers, the
bagan boat should be understood as more than a traditional fishing tool.
Their findings indicate that its construction embodies mathematical, technical,
social, ecological, and cultural intelligence developed by the coastal
community of Barru over many generations. By recognizing these embedded
geometric concepts, educators gain valuable opportunities to connect formal
mathematics with authentic community practices, creating richer and more
culturally responsive learning experiences.
Author Profile
Mulyati is a researcher at
STKIP YPUP Makassar specializing in mathematics education and
ethnomathematics, with a focus on integrating local culture into classroom
learning.
Nely Salu Padang is
affiliated with Institusi Jambatan Bulan and conducts research on
culturally responsive education and community-based learning.
Fitri Arniati is a
lecturer and researcher at Universitas Pendidikan Muhammadiyah Sorong,
whose work focuses on mathematics education, curriculum development, and
contextual learning.
Miftahul Janna is a
researcher from Universitas Negeri Makassar specializing in mathematics
education, ethnomathematics, and innovative learning strategies.
Source
Article Title: Tracing
Geometry in Bagan Boats: An Ethnomathematical Exploration of Traditional
Fishing Gear in the Coastal Community of Barru
Journal: Jurnal Multidisiplin
Madani (MUDIMA)
Publication Year: 2026
Volume & Pages: Vol.
6, No. 6, June 2026, pp. 755–765
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