Exploring Ethnomathematics in The Process of Making Deppa Tori' as A Contextual Resource for Mathematics Learning in Schools

Mathematics is often perceived by students as a difficult and abstract subject that is disconnected from their everyday experiences and cultural environment. This situation highlights the importance of providing contextual learning resources that enable students to connect mathematical concepts with familiar activities and local cultural practices. Ethnomathematics offers an approach that integrates mathematical ideas found in cultural activities into the learning process. One cultural practice that has potential as an ethnomathematical context is the making of Deppa Tori’, a traditional cake of the Toraja community. This study aims to explore the mathematical concepts embedded in the process of making Deppa Tori’ and to examine its potential as a contextual resource for mathematics learning in schools. This research employed a descriptive qualitative method with an ethnographic approach. Data were collected through observation, interviews, and documentation of the process of making Deppa Tori’. Data were analyzed through triangulation by comparing information obtained from observations, interviews, and documentation. The findings indicate that the making of Deppa Tori’ involves several mathematical concepts, particularly ratio and proportion in the preparation and measurement of ingredients, as well as plane geometry in the shape of the finished cake, particularly the rhombus. These mathematical concepts are applied naturally by members of the Toraja community without formal mathematical instruction. The findings suggest that Deppa Tori’ can be utilized as a meaningful contextual resource for mathematics learning because it connects mathematical concepts with students’ familiar cultural experiences. The integration of local cultural practices into mathematics learning can also contribute to strengthening students’ appreciation of their cultural identity.