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Abstract This study aims to determine the effectiveness of ethnomathematics-based learning on students’ mathematical literacy through a meta-analysis study. Primary studies were collected from Google Scholar and ERIC databases based on the inclusion criteria. The results of the literature review obtained 16 studies, either from theses, proceedings, or journal articles. Furthermore, the effect sizes were combined according to the Random Effects Model (REM) and data analysis using CMA v3 and R Studio (Meta Package). The calculation results obtained an overall effect size which indicates that ethnomathematics-based learning has a “strong” effect on students’ mathematical literacy when compared to conventional learning. As a result of the moderator category analysis, it was found that the effect sizes differed significantly according to students’ regional demographics, independent variables, and subject matter. However, it does not show significant differences when based on the duration of the meeting, education level, sample size, experimental design, type and year of publication. Thus, it can be said that ethnomathematics-based learning can be an effective learning model for increasing students’ understanding of mathematical literacy, especially in the Kalimantan Island region, recommended to be integrated with the Ethnomathematics Pop Up Book and Visual Thinking learning model, and Probability & Sets and Transformation Geometry materials, using Nonequivalent Control Group Design are recommended to be taught through this learning model.

This study presents the outcomes of common web metrics and key performance indices of VillageMath, an online culture-based Instructional Content Repository for STEM learners and teachers. The study adopts a developmental research design. The developed intervention is accessible at (https://villagemath.net). Data collection on common web metrics and key performance indices (KPIs) was handled using standard web performance assessment tools such as WP Statistics, Pingdom Tools, Google PageSpeed Insights, GTmetrix, and WebPage Test. The metric platforms were chosen based on their industry standing, ease of use, and the wide range of KPIs that they measure. The metrics provide a median run performance result accounting for Time to First Byte (when did the content start downloading?), Start Render (when did pixels start to appear?), Speed Index (how soon did the page look usable?), Cumulative Layout Shift (how much did the design shift while loading?), Page Weight (how many bytes downloaded?), speed (from 7 different locations on five continents strategically placed around the globe), total page size, and suggestions for improvement. The data collected was analysed using descriptive statistics such as tables, charts, and averages. The analysis of results obtained from the web performance assessment tools indicated that the web-based VillageMath Repository appeals to a wide range of highly engaged users. Key performance indicators such as speed index, page size, and last painted hero for the VillageMath Instructional Content Repository were above industry averages and affirmed that the platform is robust, elegantly designed, and fast.

While previous studies have extensively explored ethnomathematics, the relationship between ethnomathematics and ethnomodeling remains underexamined. This study investigates the connections between ethnomathematics and ethnomodeling and their implications for the institutionalization of mathematics in the context of traditional fish auction activities within the Fishermen's Community in Indramayu, Indonesia. Utilizing an ethnographic design, the study involved participants in various auction roles, including auctioneers, boat owners, captains, crew members, and traders. Data were collected through interviews and observations and analyzed using content analysis. The findings reveal that ethnomathematical practices are evident in sorting and grading fish, as well as in auction transactions, with connections to mathematical concepts such as set theory, basic statistics, social arithmetic, and arithmetic operations within an ethnomodeling framework. These results suggest that the integration of ethnomathematics and ethnomodeling into the school curriculum could support the institutionalization of mathematics education and provide a foundation for developing instructional materials based on these practices in the context of traditional fish auctions.

Mathematics and culture are things you can only do in your everyday life. There is a connection between mathematics and culture, com-monly called ethnomathematics. Many people need to understand that culture is a fundamental concept of mathematics to apply ethno-mathematics. The purpose of this research is to evaluate and also analyse in different ways the mathematical elements that occur naturally in the water tank building of the Raudhatul Ulum Islamic Boarding School, which is very important according to the mathe-matical aspects contained in the building. The results of this study indicate that the activities of the santri cannot be separated from washing clothes and even cleaning the body, as well as purification, which cannot be separated from the principles taught in Islamic scriptures (fiqh). This situation requires the construction of water tanks in Islamic boarding schools to be significant because the number of students in Islamic boarding schools is small but significant, and the water supply must be adequate according to Islamic religious law

Process of learning mathematics in the school that the researcher is aiming for tends to be theoretical, less contextual and pseudo. Applies mathematical concepts in learning with local cultural wisdom able to touch aspects in the daily lives of students. This study aims to apply the ethnomathematics-ground Problem Based Learning (PBL) model to ameliorate critical thinking in mathematics literacy. This explored was type of quasi-experimental explored (pseudo-experiment), with The Non-Equivalent Control Group type design. The population of this study was all fourth grade students at SD Insan Mandiri Bandar Lampung, totaling 121 students. The sample of this studied was determined by intentional slice fashion, which is a sample determination fashion with consideration in opting for the class to be studied and attained by as numerous as 49 students. Data collection technique used valid and dependable test instruments. The data analysis fashion uses a mated t- test with the results attained for the experimental class with a significance value of 0.000 (p0.05) indicating that the results of the original test and final test do not witness significant changes. Grounded on the data attained is from the results of this study, the ethnomathematics-ground Problem Based Learning (PBL) model to ameliorate thinking is significant.

Ethnomathematics is a field that studies how people from different cultures understand, interpret, and use mathematical concepts. Traditional clothing is one of the cultural characteristics of the local community. The motifs on Malay traditional clothing depict symbols, ideas, and techniques of plane figures, often used intuitively by seamstresses. These motifs can be found in various Malay traditional garments and have a connection to ethnomathematics, particularly in measuring activities and mathematical concepts based on two dimensions. Therefore, the purpose of this study was to explore the elements and concepts of plane figures in Malay traditional clothing patterns through an ethnomathematics perspective. This research employs qualitative methods, with data collection conducted through observation, interviews, documentation, and literature review. The study was exploratory in nature, utilizing an ethnographic approach. The findings reveal that the motifs in Malay traditional clothing patterns, which include elements and concepts of two-dimensional shapes such as rhombuses, circles, triangles, and squares, can serve as a valuable learning resource for understanding two-dimensional geometry.

This study explains the steps in developing mathematical comics and the practicality of using comics in learning mathematics for junior high school students. The aim of this research is to create ethnomathematics-based comic learning media that focuses on number pattern material. The method in this research was the development method (Research and Development) with a 4D model (Define, Design, Develop, Disseminate). The research subjects were 28 class VIII junior high school students. Data collection techniques were carried out through interviews, observation, and questionnaires. The research results showed an average of 92.11% with a validity test score by material experts of 91.34%, while for media experts it was 95% and products that had been validated were then tested on students with results of 90%. Based on the assessment of instructional quality in trials with students, learning media was also stated to be in the very practical category, so that learning media can be used to help the mathematics learning process in schools.

It turns out that mathematics isn't just about the material in the classroom, but it's very close to our everyday lives. Even in the traditional games of Galasin or Gobak Sodor that we have played since childhood can be found a mathematical concept. Concepts of mathematics associated with cultural elements can attract the curiosity of learners to blend mathematical concepts with existing cultures and they can feel that math is part of their own culture. The purpose of this study is to develop a valid and effective product of teaching materials integrated with ethnomathematics of galasin games on vector material using PowerPoint for mathematics learning in Senior High School so that it can help teachers and students recognize, learn, and understand mathematics learning in the classroom. This study used a research and development method (RnD) referring to the Thiagarajan model or 4D model. This research was conducted at Bakti Idhata South Jakarta High School. Data collection included media expert validation tests, material, and elevation of student response. The result of the product development is a PowerPoint that integrates the ethnomathematics of the game with vector material. The results of the validation of the media and the material obtained an average score of "very good". So it can be concluded that the teaching material integrated with the ethnomathematics of this game is worthy to be used as a mathematical learning material.

This study aimed to explore mathematical concepts in the local culture known as ethnomathematics. The culture examined in this study is the Serampang XII Dance performance, originating from the Deli Malay ethnic group in the province of North Sumatra. This qualitative descriptive research adopts an ethnographic approach, revealing and describing local cultural facts discovered in the field. It is revealed that the Serampang XII Dance performance incorporates various applications of mathematical concepts, including basic counting, geometric angle concepts, geometric transformation concepts, set concepts, relation concepts, and flat shape concepts. This research aims to provide answers to its main question, which is, "What mathematical concepts can be identified and further explored in the Serampang XII Dance performance?". In conclusion, Serampang XII Dance can be considered an ethnomathematical innovation that can be used as a foundation for a new mathematics teaching approach with the hope of transforming the perception of mathematics education from monotony to enjoyment.

Mathematics plays an important role in various areas of daily life and helps develop logical, critical, and systematic thinking patterns, and problem-solving abilities. However, the mathematics learning process often experiences obstacles both from internal factors such as students' negative attitudes, low interest in learning, and weak motivation, as well as external factors such as lack of teacher focus and minimal family support. Ethnomathematics, namely mathematics integrated with local culture, has emerged as an effective method to help students understand mathematical concepts more easily and interestingly. This research was conducted on the process of making Sidikalang coffee at UD (trading business) Kopi Keke, Dairi, North Sumatra, which combines ethnomathematics with mathematics learning. Through qualitative methods with an ethnographic approach, this research identifies mathematical concepts contained in the six stages of coffee making, namely drying, pounding, roasting, grinding, packaging, and marketing. The research results show that this process includes the concepts of social arithmetic, calculation, time comparison, plane geometry, space geometry, and measurement so that it can support mathematics learning that is easy for students to understand.

The ethnomathematics learning approach is used to preserve culture in schools. In addition, it also makes it easier for students to understand abstract mathematical concepts. The culture studied was the Ramayana ballet in the Prambanan temple area. According to Bishop, this research aims to discover fundamental aspects of mathematics. The author used a qualitative approach and a literature study to collect data. In comparison, the data collection technique used in this research is library data collection obtained from literature studies that contain related sources and references. The data analysis techniques used in this research are data collection, reduction, and conclusion. The research results are 1) counting, number of accessories, and angles formed. 2) location and floor pattern. 3) measurement, duration, stage area. 4) designing, floor pattern properties, jarik motifs. 5) playing, the way dancers do not collide, and the provisions of the storyline. 6) explaining the Ramayana storyline and costume meaning.

The application of ethnomathematics in teaching has many benefits. Cultural diversity can be an interactive learning resource for students. One culture that has high ethnomathematics potential is the Papuan Mountain culture. Although several examples of ethnomathematics have been found in Papuan culture, the design of ethnomathematics applications in learning is still very minimal. In addition, the lack of student involvement in the ethnomathematics exploration process is an important reason for the need to develop ethnomathematics-based learning based on 21st-century learning. The type of research is research development by using the nine stages of Dick and Carey’s development. The results of research and development concluded that the mountain ethnomathematics-based learning design was developed in 4 main stages, namely analysis, development design, implementation, and evaluation. Strategies that can be used in ethnomathematics-based learning in Papua Mountains to increase learner involvement and create meaningful learning are exploration, oriented to problem statements, constructing knowledge and experiences of learners based on their culture. The results of the analysis show that the ethnomathematics-based learning design of the culture of the Papua Mountains is good and feasible to implement with a validity index of 0.802 while the reliability index of rater agreement on the learning design is good, namely 0.896.

Background: Mathematics is closely related to daily human activities due to its evolution alongside cultural advancements. However, the subject is considered complex and distant from students' daily experiences. This results in a disconnect between mathematics education and real-life applications. Culture-based learning through ethnomathematics could bridge this gap and make mathematics learning more enjoyable. Aim: This study aimed to explore the use of mathematical concepts in determining auspicious days for farming activities in the Buginese community. Method: This study used a qualitative ethnographic approach.Data were collected through interviews with Pananrang experts to understand the process. Data analysis techniques are carried out through reduction, display, and conclusion. Data validity was ensured through time triangulation by verifying the information obtained from informants over multiple interviews. Results: The results showed that the Buginese people utilized mathematical concepts such as addition, division, and modulo arithmetic in determining favorable days for agriculture. Conclusion: This study found that Pananrang is the Buginese community’s local wisdom used as a reference in the traditional agricultural system. Additionally, the results served as a valuable reference for contextual mathematics learning.

Background: The integration of culturally-based mathematics education is vital for making learning meaningful and relevant. The VillageMath platform was developed as a web-based ethnomathematics instructional content repository to address this need. Aims: This study aims to evaluate the structural quality of the VillageMath educational intervention, focusing on its navigation, structure, and appearance. Method: The study employed a developmental research design, involving 341 pre-service and in-service mathematics teachers in Benue State, Nigeria. The VillageMath platform was developed using WordPress Version 5.4, hosted online at https://VillageMath.net, on a Linux OS server with cPanel v80.p (Build 20), Apache Version 2.4.39, PHP Version 5.6.40, and MySQL Version 5.7.26. The Web-based Ethnomathematics Instructional Content Repository Assessment Questionnaire (WEICRAQ) was used as the research instrument. Data were analyzed using mean and standard deviation to answer three research questions regarding the quality assessment of the web tool. Results: The analysis revealed that both pre-service and in-service mathematics teachers rated the VillageMath platform highly in terms of navigation, structure, and appearance. Conclusion: The findings indicate that VillageMath is a structurally sound platform that can be utilized by mathematics teacher educators in higher education institutions. The platform serves as a reliable tool for promoting narratives in ethnomathematics and provides a forum for experts to share and develop innovative pedagogical strategies, particularly those highlighting African indigenous knowledge systems.

The research aims to develop ethnomathematics-based Higher Order Thinking Skills (HOTS) questions to measure students' problem-solving abilities. This research uses a research and development (R&D) method with an ADDIE model, which consists of five stages, i.e., analysis, design, development, implementation, and evaluation. The subjects in this research were 30 class VIII students at SMP Negeri 1 West Sorkam. Research instruments include expert validation questionnaires, student response questionnaires and tests of students' mathematical problem-solving abilities. The research data were analyzed using quantitative descriptive methods by determining the average achievement value of the products developed. The experts' assessment shows that the product developed has a score of 84.6 with the criteria "Very Valid". Based on the results of the questionnaire, students' responses to HOTS questions based on ethnomathematics were seen from the practical aspect with a score of 77.63 in the "Practical" criteria and the results of tests on students' mathematical problem-solving abilities obtained an average score of 75.22 so that the product developed met the "effective" criteria. So it can be concluded that the development of ethnomathematics-based HOTS questions on geometric material produces a good product and is suitable for measuring students' mathematical problem-solving abilities.

This research investigates the mathematical concepts embedded within Batik Truntum motifs, including geometry, analysis, arithmetic, and algebra. Employing a qualitative methodology with an ethnographic approach, the study addresses four critical questions: "Where should I begin the search?", "How do I locate the concepts?", "How do I identify significant findings?", and "How do I comprehend these findings?". Through addressing these questions, the researcher successfully analyzed the mathematical concepts inherent in Batik Truntum. Of the four primary mathematical concepts, only geometry was substantiated by experts, encompassing sub-concepts such as geometric transformations, line relationships, and planar geometry. Specifically, transformation geometry includes translation and reflection, while the study of line relationships involves line alignment, and planar geometry covers the topic of circles. This research aims to ensure that the millennial generation remains connected to batik as a vital part of Indonesia's cultural heritage, preventing cultural erosion amidst technological advancements through the intricate and exploratory study of mathematics.

The aim of this research article was to problematize the interpretations of fractions in the mathematics classroom, based on the cheese partitioning processes used by shopkeepers in the city of Barranquilla, Atlántico, Colombia. A qualitative approach was followed, which included an ethnographic phase with semi-structured interviews conducted with various merchants, as well as an educational phase that employed a parallel and comparative approach to structure lesson plans on fractions. The theoretical framework included references from the Ethnomathematics Program and various representations of fractions. It was found that students understood some representations of fractions as part-whole, measure, and operator. [ABSTRACT FROM AUTHOR]

Purpose - This study aimed to conduct a needs analysis for developing the ethnomathematics e-module based on Sundanese Gamelan to facilitate mathematics learning in junior high school. Specifically, this study identified crucial components for module development and to gather feedback from both students and teachers regarding the learning material. Methodology - The Research and Development (R&D) method was used, specifically the Plomp model, to create e-module for mathematics learning. Qualitative data were collected from ethnomathematics experts, a mathematics teacher, and five students via purposive sampling. The instruments used for this data collection included expert validation sheets, student interview recordings, teacher questionnaires, and small group observations. Findings - The results indicated that the integration of Sundanese Gamelan ethnomathematics into junior high school mathematics e-module significantly improved students' understanding and interest in the subject. This culturally infused approach increased students' motivation and engagement, indicating a potential shift towards more inclusive and culturally responsive educational practices. Significance - The integration of Sundanese Gamelan ethnomathematics into mathematics curriculum is known for the unique blend of cultural elements with academic content, contributing to enhanced students' understanding and cultural awareness. In addition, this method offered benefits for students, teachers, curriculum developers, and ethnomathematics researchers, presenting a holistic model that combined educational innovation with cultural appreciation. [ABSTRACT FROM AUTHOR]

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The widespread use of mathematics throughout all facets of life and its universal presence in every culture suggests a strong intense relationship between mathematics and culture. Teachers can effectively communicate mathematical concepts to students from diverse cultural backgrounds by preparing high-level mathematical tasks that are culturally relevant. In our increasingly culturally diverse society, it is crucial for teachers to possess the necessary skills to effectively interact with students from various cultural and ethnic backgrounds. For this reason, this study aimed to assess the ability of preservice mathematics teachers to reflect the relationship between culture and mathematics in the mathematical tasks they created. In this qualitative case study, 57 preservice mathematics teachers completed 14-week elective course to develop the required basis for designing ethnomathematics tasks. The preservice teachers designed ethnomathematics tasks for a total of 19 groups upon completing the course. These tasks were analyzed in three stages. During these stages, we analyzed the conformity to the principles of activity design as outlined by Yeşildere-İmre (2020), assessed the cognitive demand levels of ethnomathematics tasks using Smith and Stein’s (1998) framework, and evaluated the level of integration culture and mathematics using Ethnocognitive demands in mathematics tasks rubric developed by researchers, in that order. As a result, the study revealed that the majority of tasks meticulously adhered to established activity design principles. Cognitive demand levels across the tasks varied significantly, with those at higher levels prompting deeper analytical thinking and problemsolving skills among students. Overall, the tasks demonstrated robust potential in facilitating a comprehensive learning experience, bridging theoretical knowledge with practical application. [ABSTRACT FROM AUTHOR]

Mathematics education remains a worrisome issue in the South African education system. This dilemma presents itself in the underperformance of learners in Intermediate Phase mathematics. In an effort to address this challenge and develop alternative approaches to the teaching of mathematics, a university-based project was initiated. As part of the project, this article reflects on the experiences of five project members who observed the implementation of Morabaraba, which is an Indigenous game, rich in mathematical relevance. This qualitative case study explored how mathematics teachers implemented the Morabaraba game to teach Intermediate Phase mathematics content. The method used to capture the data entailed reflections of the team that were derived from the observation of mathematics lessons in the Intermediate Phase. From these observations the researchers found that teachers invented their own rules when integrating mathematical concepts; they reinvented the game to cater for the complexity of mathematical content and experienced challenges in the playing of the game. We conclude that the Morabaraba game can be implemented, with practical adjustments, to comply with the objectives of the mathematics concept. The recommendation is that ethnomathematical games be employed as a teaching strategy as they are found to encourage active learning. Future research endeavours include exploring how ethnomathematical games can be sustained for future use. [ABSTRACT FROM AUTHOR]

This study explores the integration of ethnomathematical concepts found in traditional West Sumatran food and their influence on the mathematical literacy skills of children aged 5-6 years. Employing a quasi-experimental pretest-posttest control group design, the research aimed to compare mathematical literacy outcomes before and after ethnomathematics-based learning interventions. A purposive sample of 12 kindergarten students from Koto Besar was assessed using structured observation sheets, and data were analyzed with SPSS 22.0. Results showed significant improvements in mathematical literacy, with pretest scores ranging from 11 to 16 and posttest scores from 20 to 30, indicating a score increase of 7 to 14 points. Normality and homogeneity tests confirmed the data's validity. The findings emphasize the effectiveness of using traditional food in teaching mathematical concepts, making them more relatable and engaging for young children while preserving cultural heritage. The study also highlights active participation and enhanced comprehension among children through culturally contextualized learning. Limitations include the small sample size and short intervention period, which may affect generalizability. Future research should involve larger samples and longer durations to confirm these findings and explore broader educational implications. Integrating ethnomathematics through traditional foods presents a promising strategy for improving mathematical literacy and cultural awareness in early childhood education. [ABSTRACT FROM AUTHOR]

This study delves into the philosophical dimensions of traditional architecture and the ethnomathematical geometry inherent in the mountains of shadow puppets, a significant aspect of Indonesia's cultural heritage. Utilizing a qualitative methodology with an ethnographic design, data were collected through observations and interviews with primary, secondary, and additional informants. The objective of this research is to uncover the mathematical concepts embedded in the mountains of shadow puppets, including geometry, algebra, arithmetic, and statistics, using an ethnographic approach that addresses four principal inquiries: "Where should I begin my investigation?", "How do I proceed with the search?", "How can I identify significant findings?", and "How do I interpret these findings?". The results indicate that among the four mathematical concepts investigated, only geometric concepts are present in the puppet mountains, as validated by a geometer. The geometric sub-concepts identified encompass (1) geometric transformations such as translation and reflection, (2) plane geometry including rhombuses, rectangles, triangles, and circles, and (3) congruence and symmetry. This research holds significant implications for enhancing students' mathematical education by incorporating geometric examples from local cultural contexts. Integrating ethnomathematics into school curricula can expand students' artistic horizons, boost their engagement in learning, and deepen their comprehension of mathematical concepts. [ABSTRACT FROM AUTHOR]

This study aims to explore the ethnomathematics concepts found in traditional Banyumas foods and their potential as mathematics teaching materials for junior high school students. Using an ethnographic approach within a qualitative research framework, data were collected through observation, interviews, field notes, and documentation. The study results indicate that traditional Banyumas foods, such as rempeyek, nopia, and getuk goreng, contain various mathematical concepts. These concepts are reflected in the shapes of the food, cooking utensils, and packaging, resembling two-dimensional shapes like squares and circles, as well as three-dimensional shapes like cylinders, cubes, and half-spheres. Additionally, the concept of similarity is also observed in certain aspects of the food and its utensils. Based on these findings, the researchers recommend integrating ethnomathematics concepts of measurement and shape from traditional Banyumas foods into mathematics learning media. This approach is expected to make the learning process more enjoyable and meaningful, as it combines mathematical knowledge with elements of local culture. Thus, students not only gain an understanding of mathematical concepts but also acquire insights into local cultural heritage, creating a more engaging and relevant learning experience.

The Museum of Perjuangan Subkoss Garuda Sriwijaya is a museum that preserves the history of South Sumatra’s struglle against the Dutch and Japanese colonialists. This research aims to obtain the results of an ethnomathematics study from the Museum of Perjuangan Subkoss Garuda Sriwijaya regarding historical, philosophical, and mathematical aspects and implement it in the Merdeka Curriculum in mathematics for elementary schools. This research employs an ethnographic approach with a qualitative descriptive approach, utilizing observation, interviews, documentation, field notes, and data triangulation. The analysis techniques include data reduction, data presentation, verification, and conclusions drawings. The study involved three informants who had direct interaction with the Museum of Perjuangan Subkoss Garuda Sriwijaya. The results of this research shows that ethnomathematics studies offer several insights: the historical aspect introduces local history and culture through artifacts that supported the struggle during the physical revolution; the philosophical aspectteaches the values ​​of caring, cooperation, creativity, and diversity within society; and the mathematical concepts reveals the concept of geometry, including area, perimeter, volume of both two-dimensional figures and three-dimensional figures, and length measurement.

Integral calculus is an important course, but it often becomes a problematic phenomenon for students, even in collaborative learning settings. Various types of research have been conducted to examine this phenomenon, one of which is phenomenology. The purpose of this study is to analyze the experiences of students in collaborative integral calculus courses. The study involved two program chairs, two lecturers, and nineteen prospective mathematics teachers from programs in Indramayu and Mataram, Indonesia. The main instrument in this study was the researcher, supported by additional tools such as program observation sheets, lecturer interview guides, and student questionnaires. The research data were analyzed using thematic analysis. The findings revealed several challenges in the course, such as students' lack of readiness for online learning and visualization, the short duration of discussion videos that were not yet linked to real-world contexts, and unstable internet connections. Although the outcomes of collaborative learning have not surpassed those of conventional methods, there are several advantages, such as students being able to replay discussion videos and gain new peers. This study recommends that collaborative learning should utilize virtual reality based on ethnomathematics, increase the number of discussion videos, and strengthen students' prerequisite knowledge to better meet the needs in integral calculus courses.

The application of mathematics has always been related to everyday life. This study aims to describe the relationship between mathematics and Malay culture integrated with the children's storybook “Asyiknya bermain galah panjang; Pembuatan Jalur; Matematika di Rumah Adat Riau Selaso Jatuh Kembar”. This research is qualitative descriptive research, with data collection techniques using literature studies from 3 children's story books from the elementary school teacher education study program. The data analysis technique carried out is content analysis. The results show that children's storybooks in this study presented cultural content in several aspects, such as clothing, language, and activities. The mathematical content linked in this children's storybook is between the traditional game of long poles that form a flat square and rectangular wake pattern. The process of creating paths related to standard and non-standard measurement materials. Then, the Selaso Fall Twin House's architecture can be associated with the mathematical material: flat and angular shapes. The interconnectedness between maths and culture in these children's storybooks can provide readers with valuable insights, especially children, into how maths is a relevant part of their daily lives and cultures.

This research was motivated by students' difficulties in understanding mathematical concepts in the material of quadrilaterals and triangles. Therefore, researchers developed a teaching module to make it easier for students to understand mathematical concepts that suit student characteristics based on the ethnomathematics of typical batik found in the school environment. The aim of this research is to develop ethnomathematics-based teaching modules that are valid, practical, and effective. This research uses the Plomp development model. The subjects used in the trial class were class VIII B SMPN 1 Arjasa, using the random sampling method. Based on the results of the research analysis, it can be concluded that: 1) The ethnomathematics-based teaching module developed is valid, practical, and effective; 2) The teaching module that has been developed can help students understand the concept of flat shapes with a student completion percentage of 83.33% as well as student responses who are interested and happy to use the teaching module. The teaching module that has been developed can be used in mathematics learning for class VII middle school. Penelitian ini dilatarbelakangi oleh kesulitan siswa dalam memahami konsep matematika pada materi segiempat dan segitiga. Oleh karena itu, peneliti mengembangkan modul ajar untuk memudahkan siswa dalam memahami konsep matematika yang sesuai dengan karakteristik siswa berdasarkan etnomatematika khas batik yang terdapat di lingkungan sekolah. Tujuan penelitian ini adalah untuk mengembangkan modul ajar berbasis etnomatematika yang valid, praktis, dan efektif. Penelitian ini menggunakan model pengembangan Plomp. Subyek yang digunakan pada kelas uji coba adalah kelas VIII B SMPN 1 Arjasa, dengan menggunakan metode random sampling. Berdasarkan hasil analisis penelitian dapat disimpulkan bahwa: 1) Modul ajar berbasis etnomatematika yang dikembangkan valid, praktis dan efektif; 2) Modul ajar yang dikembangkan dapat membantu siswa dalam memahami konsep bangun datar dengan persentase ketuntasan siswa sebesar 83,33% serta respon siswa yang tertarik dan senang menggunakan modul ajar. Modul ajar yang dikembangkan dapat digunakan dalam pembelajaran matematika kelas VII SMP.

Ethnomathematics is the finding of mathematics in the cultural values of a place. Indonesia has many kinds of cultures, and ethnomathematics research has been done in some areas of Indonesia. This study aims to identify the cultural forms and mathematical materials found in ethnomathematical research in Indonesia. The research method used is a literature review. The stages of the research method included selecting a topic, developing tools of argumentation, searching the literature, surveying the literature, critiquing the literature, and writing the thesis. The instruments used were Google Scholar, the search engine, and the NVivo application. The number of articles analyzed was 88 articles. These articles represent the culture spread across 34 provinces of Indonesia. The research results obtained are cultural forms containing mathematical material, including ideas, activities, and artifacts. Mathematical materials explored in these cultures include statistics, trigonometry, vector, algebra, arithmetic, one-dimensional geometry, two-dimensional geometry, three-dimensional geometry, coordinate geometry, transformation geometry, calculus, logic, and opportunity. The complexity of the culture and material found in mathematics shows that ethnomathematical research can be developed in all forms of culture and applied in various mathematics learning materials.

Ethnomathematics is one technique that explains the various cultural contexts associated with mathematics applied by a particular community. SilahiSabungan Monument is a monument that holds significant meaning for the Toba Batak community in North Sumatra, Indonesia. Through an ethnomathematical approach, this research explores and analyzes the relationship between the symbols and forms found at SilahiSabungan Monument with underlying mathematical concepts. The research method used is qualitative research. The results of this study indicate that the shapes and symbols at SilahiSabungan Monument are related to concepts of plane geometry. For example, shapes like rectangles, trapezoids, and others on the monument can be connected with concepts of plane geometry. This demonstrates the richness of mathematical knowledge within Toba Batak culture. This ethnomathematical exploration provides a deeper understanding of the relationship between culture and mathematics in the context of the SilahiSabungan Monument. This research makes an important contribution to expanding the insights and understanding of researchers and the community about ethnomathematics and the importance of preserving and respecting cultural heritage and traditional knowledge. Further exploration of ethnomathematics at SilahiSabungan Monument can provide new perspectives in understanding and appreciating the cultural and mathematical diversity in Indonesia.

Analysis of Mathematical Concepts in the Traditional Palak Babi Game of Bengkulu Province. Culture is the identity of a nation that is formed from values, beliefs, customs, and norms that are held firmly and passed down from generation to generation. The culture of a region is reflected in various aspects of people's lives, one of which is through traditional games in Bengkulu Province. The traditional game is the traditional Palak Babi game, which effectively contributes to building mathematical concepts. Mathematical concepts appear in society and culture. Ethnomathematics is the study of mathematical concepts in traditional games as a culture. The purpose of this research was to analyze the mathematical concepts that were naturally involved in the traditional Palak Babi game. The method used in this research was the descriptive qualitative method. The concepts include measurement, comparison, addition, multiplication, and angles. Thus, the traditional Palak Babi game as part of culture contains valuable ethnomathematical values. Therefore, it can provide new insights into developing more contextualized mathematics learning strategies and expand understanding of mathematics.

This research analyzes mathematical literacy skills in solving ethnomathematics-based PISA questions in junior high school students. The method used qualitative research with a descriptive approach to the subject of 3 State Middle School students in Batanghari. The instruments in this research were PISA test questions and interview guidelines. These scores were categorized into High-Level Ability, Medium-Level Ability, and Low-Level Ability. The results were based on student performance in the PISA test. The PISA test questions cover various cultures. The research results show that students' mathematical literacy abilities in solving literacy problems are reviewed from several aspects, namely 1) the understanding aspect, students can solve and understand existing problems and provide appropriate solutions; 2) the application aspect, students can understand it clearly. The overall problem, namely being able to use concepts, facts, and procedures to formulate, present, and solve problems, being able to write down information and answers to questions; 3) the reasoning aspect, students are required to understand the problem so they can solve it, question number 2, will but students still make mistakes in working on PISA questions, and 4) in the communication aspect, students can communicate their opinions well and accurately.

The diversity of traditional dance performances in Indonesia showcases the country's rich cultural heritage. The art of Rantak dance from West Sumatra, Indonesia, is one such cultural treasure that exhibits connections with ethnomathematics. This research aims to explore the relationship between culture and mathematics education in schools by identifying aspects of the Rantak dance. The research method employed was qualitative descriptive using an ethnographic approach. Data analysis techniques follow Miles and Huberman's approach, involving data reduction, data display, and drawing conclusions. The findings of this research reveal a significant correlation between the cultural art of Rantak dance from West Sumatra and mathematics. This connection is observed in the floor patterns that form geometric shapes such as triangles and circles. Additionally, the formation of straight lines at 180° is evident within the dance. The musical instruments accompanying the dance also feature mathematical elements, such as the cylindrical shape of the "gandang," resembling a solid geometric figure. This research underscores the cultural ties of the Rantak dance with mathematics and highlights its potential as a foundation for culturally-based mathematics education.