Meta-Synthesis: Ethnomathematics in Educational and Cultural Contexts Over the Last Decade
DOI:
https://doi.org/10.31980/mosharafa.v14i2.2257Keywords:
Meta analisis, Etnomatematika, konteks profesional, pendidikan, Meta-analysis, Ethnomathematics, professional contexts, educationAbstract
Abstrak
Penelitian ini bertujuan untuk mengidentifikasi, menganalisis, dan mensintesis hasil-hasil penelitian tentang etnomatematika dalam berbagai konteks selama satu dekade terakhir. Melalui pendekatan meta-sintesis, studi ini mengeksplorasi bagaimana konsep etnomatematika diterapkan dalam beragam budaya, lingkungan pendidikan, dan masyarakat untuk menghubungkan matematika dengan nilai-nilai budaya lokal. Fokus utama penelitian mencakup aplikasi etnomatematika dalam pembelajaran, kontribusi terhadap pemahaman matematika siswa, dan peran dalam pelestarian budaya. Penelitian ini menggunakan pendekatan meta-sintesis dengan melakukan tinjauan sistematis dan analisis terhadap studi-studi yang diterbitkan antara tahun 2020–2024 dari basis data yang yang relevan menggunakan NVIVO 12. Metode yang digunakan meliputi pengumpulan artikel relevan, penerapan kriteria inklusi dan eksklusi, pengkodean tema, dan sintesis temuan dari berbagai studi. Hasil analisis menunjukkan bahwa etnomatematika tidak hanya berfungsi sebagai alat pedagogis yang efektif, tetapi juga sebagai sarana untuk mendukung inklusivitas dan relevansi pendidikan matematika di berbagai latar belakang budaya. Studi ini memberikan wawasan penting bagi pengembangan kurikulum yang kontekstual, berbasis budaya, dan mendukung keberagaman dalam pendidikan matematika.
Abstract
This study aims to identify, analyze and synthesize research results on ethnomathematics in various contexts over the past decade. Through a meta-synthesis approach, this study explores how ethnomathematics concepts are applied in diverse cultures, educational settings and communities to connect mathematics with local cultural values. The main focus of the study includes the application of ethnomathematics in learning, the contribution to students' mathematical understanding, and the role in cultural preservation. This study used a meta-synthesis approach by conducting a systematic review and analysis of studies published between 2020 and 2024 from relevant databases using NVIVO 12. The methods used included collecting relevant articles, applying inclusion and exclusion criteria, coding themes, and synthesizing findings from various studies. The results of the analysis show that ethnomathematics not only serves as an effective pedagogical tool, but also as a means to support the inclusivity and relevance of mathematics education across different cultural backgrounds. This study provides important insights for the development of contextualized, culturally-based and diversity-supportive curricula in mathematics education.
References
Astria, R. T., & Kusno. (2023). Eksplorasi Etnomatematika pada Alat Musik Tradisional. Plusminus: Jurnal Pendidikan Matematika, 3(2), 171-182. https://doi.org/10.31980/plusminus.v3i2.1334
Astuti, E. P., Wijaya, A., & Hanum, F. (2024a). Characteristics of junior high school teachers’ beliefs in developing students’ numeracy skills through ethnomathematics-based numeracy learning. Journal of Pedagogical Research, 8(1), 244–268. https://doi.org/10.33902/JPR.202423405.
Astuti, E. P., Wijaya, A., & Hanum, F. (2024b). Teachers’ Belief in Ethnomathematics-Based Numeracy Learning Scale: A Rasch Model Analysis. TEM Journal, 992–1006. https://doi.org/10.18421/TEM132-14.
Aulia, N. R., & Wahyuni, I. (2024). Implementation of Ethnomathematics in Ancient Buildings in the Gresik Packaging Village Area Using Group Investigation (GI) Type Cooperative Methods to Improve Student Communication on Building Spatial Materials. Radian Journal: Research and Review in Mathematics Education, 3(1), 1–5. https://doi.org/10.35706/rjrrme.v3i1.9052
Balabuch, A., & Rasoarifetra, B. (2023). Why Weaving? Teaching Heritage, Mathematics, Science and the Self. African Archaeological Review, 40(3), 481–491. https://doi.org/10.1007/s10437-023-09541-w.
Beers, S. (2011). 21st century skills: Preparing students for their future. Https://Www.Yinghuaacademy.Org/Wpcontent/Uploads/2014/10/21st_century_skills.Pdf.
Burton, L. (2009). The Culture of Mathematics and the Mathematical Culture. In University Science and Mathematics Education in Transition (pp. 157–173). Springer US. https://doi.org/10.1007/978-0-387-09829-6_8.
Cimen, O. A. (2014). Discussing Ethnomathematics: Is Mathematics Culturally Dependent? Procedia - Social and Behavioral Sciences, 152, 523–528. https://doi.org/10.1016/j.sbspro.2014.09.215.
d’Ambrosio, U. (1985). Ethnomathematics and Its Place in the History and Pedagogy of Mathematics. For the Learning of Mathematics, 5(1), 44–48.
D’Ambrosio, U., & Rosa, M. (2017). Ethnomathematics and Its Pedagogical Action in Mathematics Education (pp. 285–305). https://doi.org/10.1007/978-3-319-59220-6_12.
Devita, S., Puspitasari, N., & Afriansyah, E. A. (2025). Etnomatematika pada batik garut asli saha deui (shd). Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu, 4(2), 389-402. https://doi.org/10.31980/pme.v4i2.2632
Ernest, P. (2012). What Is Our First Philosophy in Mathematics Education? For the Learning of Mathematics. 32(2), 8–14.
Espigares-Gámez, M. J., Fernández-Oliveras, A., & Oliveras Contreras, M. L. (2020). Games as STEAM learning enhancers. Application of traditional Jamaican games in Early Childhood and Primary Intercultural Education. Acta Scientiae, 22(4). https://doi.org/10.17648/acta.scientiae.6019.
Espigares-Gámez, M. J., Fernández-Oliveras, A., & Oliveras, M. L. (2020). Games as STEAM learning enhancers. Application of traditional Jamaican games in Early Childhood and Primary Intercultural Education. Acta Scientiae, 22(4), 28–50. https://doi.org/10.17648/ACTA.SCIENTIAE.6019.
Fendrikfendrik, M., Marsigit, & Wangid, M. N. (2020). Analysis of riau traditional game-based ethnomathematics in developing mathematical connection skills of elementary school students. Elementary Education Online, 19(3), 1605–1618. https://doi.org/10.17051/ilkonline.2020.734497.
Gardner, H. (1983). The theory of multiple intelligences. Heinemann.
Guha, M. (2011). The Wiley‐Blackwell Handbook of Childhood Cognitive Development (2nd ed.). Reference Reviews, 25(4), 17–19. https://doi.org/10.1108/09504121111133846.
Hasanah, S., & Retnawati, H. (2022). Assessment of contextual learning in mathematics education. 040018. https://doi.org/10.1063/5.0111142.
Kline, M. (1982). Mathematics: The Loss of Certainty. Oxford University Press.
Kusuma, D. A., & Dwipriyoko, E. (2021). The Relationship Between Musical Intelligence and the Enhancement of Mathematical Connection Ability Using Ethnomathematics and the Mozart Effect. Infinity Journal, 10(2), 191–202. https://doi.org/10.22460/infinity.v10i2.p191-202.
Lickona, T. (1992). Educating for character: How our schools can teach respect and responsibility. Bantam.
Mairing, J. P., Pancarita, & Aritonang, H. (2024). Ethnomathematical Aspects of Learning Geometry and Values Related to the Motifs Used by the Dayak Ngaju Tribe in Central Kalimantan. Malaysian Journal of Learning and Instruction, 21(1), 103–128. https://doi.org/10.32890/mjli2024.21.1.4.
Meeran, S., Kodisang, S. M., Moila, M. M., Davids, M. N., & Makokotlela, M. V. (2024). Ethnomathematics in Intermediate Phase: Reflections on the Morabaraba Game as Indigenous Mathematical knowledge. African Journal of Research in Mathematics, Science and Technology Education. https://doi.org/10.1080/18117295.2024.2340095.
Musliana, R., Hulpiana, T., Putri, D., Awinda, S., Rahmania, L. A., & Nurmawanti, I. (2024). Etnomatematika Historical Building “Taman Mayura” dan Implementasinya dalam Pengembangan Kemampuan Numerasi Siswa Sekolah Dasar. Plusminus: Jurnal Pendidikan Matematika, 4(2), 199-214. https://doi.org/10.31980/plusminus.v4i2.1467
Nasir, N. S., Hand, V., & Taylor, E. V. (2008). Culture and Mathematics in School: Boundaries Between “Cultural” and “Domain” Knowledge in the Mathematics Classroom and Beyond. Review of Research in Education, 32(1), 187–240. https://doi.org/10.3102/0091732X07308962.
Nursyamsiah, M., Pusitasari, N., & Mardiani, D. (2024). Eksplorasi Etnomatematika pada Motif Batik Pasiran Garut ditinjau dari Aspek Matematis. Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu, 3(1), 91-100. https://doi.org/10.31980/pme.v3i1.1562
Nuryadi, N., & Kholifa, I. (2020). Etnomatematika: Eksplorasi gamelan Jawa karawitan dengan pendekatan science, technology, engineering, and mathematics (STEM). Jurnal Pendidikan Surya Edukasi, 6(2), 140–148.
Perez-Alvarez, F., Perez-Serra, A., & Timoneda-Gallart, C. (2013). A Better Look at Learning: How Does the Brain Express the Mind? Psychology, 04(10), 760–770. https://doi.org/10.4236/psych.2013.410108.
Prahmana, R. C. I., & Istiandaru, A. (2021). Learning sets theory using shadow puppet: A study of javanese ethnomathematics. Mathematics, 9(22). https://doi.org/10.3390/math9222938.
Prahmana, R. C. I., Yunianto, W., Rosa, M., & Orey, D. C. (2021). Ethnomathematics: Pranatamangsa System and the Birth-Death Ceremonial in Yogyakarta. Journal on Mathematics Education, 12(1), 93–112.
Pramasdyasari, A. S., Aini, S. N., & Setyawati, R. D. (2024). Enhancing Students’ Mathematical Critical Thinking Skills through Ethnomathematics Digital Book STEM-PjBL. Mosharafa: Jurnal Pendidikan Matematika, 13(1), 97-112. https://doi.org/10.31980/mosharafa.v13i1.1979
Rauscher, F. H., & Others, A. (1994). Music and Spatial Task Performance: A Causal Relationship. Https://Eric.Ed.Gov/?Id=ED390733.
Riadi, A., Turmudi, T., & Juandi, D. (2024). Trends of Ethnomathematics Research in Indonesia: A Bibliometric Analysis from the Scopus Database. Mosharafa: Jurnal Pendidikan Matematika, 13(2), 401-414. https://doi.org/10.31980/mosharafa.v13i2.1499
Salsabiela, T. F., & Nursanti, Y. B. (2024). Ethnomathematics of Traditional Houses on Two-Dimensional Figure Decomposition Material. Mosharafa: Jurnal Pendidikan Matematika, 13(4), 1047-1054. https://doi.org/10.31980/mosharafa.v13i4.1066
Vitz, P. C., & Titus, C. S. (2022). Psychology and the soul: A new perspective on an old interpretation. Journal of Psychology and Christianity, 41(2), 130–139.
Wibawa, F. S., Nurhikmayati, I., & Kania, N. (2024). Cultural Perspectives in Geometry: Designing Ethnomathematics-Inspired Educational Tools for Geometric Thinking. Plusminus: Jurnal Pendidikan Matematika, 4(3), 453-470. https://doi.org/10.31980/plusminus.v4i3.2276
Zhang, W., & Zhang, Q. (2023). Ethnomathematics and its integration within the mathematics curriculum. Journal of Mathematics Education, 3(1), 151–157.
Zuliana, E., Dwiningrum, S. I. A., Wijaya, A., & ... (2023). The Geometrical Patterns and Philosophical Value of Javanese Traditional Mosque Architecture for Mathematics Learning in Primary School: An Ethnomathematic. Journal of Education.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Mosharafa: Jurnal Pendidikan Matematika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
