The mathematical practice of the Buton people can be seen from the ethnomathematics of the Buton traditional house. This qualitative study aims to explore the differences in ethnomathematical characteristics between Buton traditional houses. The subjects of this study were 3 traditional leaders and 3 builders of Buton traditional houses. Data were collected through measurements, interviews, and observations of the traditional Buton house in Baubau city, the capital of the Buton kingdom, Indonesia. The credibility of the data was tested by using triangulation of sources. Data were analyzed descriptively qualitatively from Miles, Huberman, and Saldana in the form of data condensation, data presentation, and conclusions. The results of data analysis showed that the differences in the ethnomathematical characteristics of the three Buton traditional houses can be seen from the size and area of the house, the angle of the roof and stairs, the arrangement of the roof, the number of poles, the number of rooms, the model of the house, and the type, model, and the number of windows used. Teachers need to know the differences in ethnomathematical characteristics so that they can be used to increase students’ active participation in learning mathematics in class.

This research is whether the integrative learning model is effective in increasing understanding of mathematical concepts. The integrative learning model is intended to practice critical thinking skills and develop a deep understanding of building systematic knowledge simultaneously using a variety of thinking skills. The pretest-posttest control group design was used in the quasi-experimental design of this study. This research was conducted in Senior High School (SHS) 6 Kendari class XI.2 as an experimental class and XI.4 as a control class. The experimental class is taught the integrative learning model, while the control class is taught by the direct learning model. The results of this study are: (1) the integrative learning model can increase the average value of students 'understanding of mathematical concepts from ̅ = 60.56 to ̅ = 77.61 and the average understanding of students' mathematical concepts increases from ̅ = 60.11 to ̅ = 68.87 with direct learning models, (2) integrative and direct learning models are effective in increasing understanding of mathematical concepts, and (3) integrative learning models are more effective in improving understanding of mathematical concepts compared to direct learning models.