Ethnomathematics based realistic mathematics education: Systematic review of learning design, affective responses, and technology integration
Main Article Content
Abstract
This systematic literature review examines the integration of ethnomathematics with Realistic Mathematics Education (RME) in mathematics learning. Analyzing 29 peer-reviewed articles from Scopus, ERIC, and Science Direct databases (2021–2025), this study addresses three research questions: (1) how RME-based learning trajectory designs utilizing ethnomathematics contexts enhance students’ conceptual understanding across specific mathematics topics; (2) what are students’ affective responses and motivational patterns when engaging with culturally integrated mathematics learning; and (3) how effective and practical are technology-based learning media in supporting ethnomathematics-RME implementation. Findings reveal that learning trajectories integrating local cultural contexts—including traditional dances, shadow puppetry, indigenous number systems, and vernacular architecture—effectively facilitate students’ transition from informal to formal mathematical thinking, thereby strengthening conceptual understanding across geometry, algebra, integer operations, set theory, transformations, and probability. In one of the reviewed studies, approximately 76% of students demonstrated highly positive responses to culturally grounded learning, with intrinsic motivation deeply tied to cultural identity recognition. Technology-based media (Solar2D, GeoGebra, virtual exhibitions) achieved high validity (87–91%), strong practicality (83–84.97%), and substantial effectiveness (N-Gain 0.77; HOTS improvement from 60% to 79%). These findings provide important implications for educators, curriculum designers, and policymakers seeking culturally responsive mathematics curricula that preserve indigenous knowledge while enhancing mathematical literacy and higher-order thinking skills.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License
References
I. P. A. A. Payadnya, I. G. A. P. A. Wulandar, K. R. Puspadewi, and S. Saelee, “Student Responses to Culture-Based Mathematics Learning in the Indonesian and Thailand Education Curricula,” J. Pendidik. Mat., vol. 18, no. 1, pp. 113–128, Jan. 2024, doi: 10.22342/jpm.v18i1.pp113-128.
U. Umbara, W. Wahyudin, and S. Prabawanto, “How to predict good days in farming: ethnomathematics study with an ethnomodelling approach,” JRAMathEdu (Journal Res. Adv. Math. Educ., vol. 6, no. 1, pp. 71–85, Jan. 2021, doi: 10.23917/jramathedu.v6i1.12065.
R. C. I. Prahmana and A. Istiandaru, “Learning Sets Theory Using Shadow Puppet: A Study of Javanese Ethnomathematics,” Mathematics, vol. 9, no. 22, p. 2938, Nov. 2021, doi: 10.3390/math9222938.
C. M. Zubainur, R. Johar, R. Hayati, and M. Ikhsan, “Teachers’ understanding about the characteristics of realistic mathematics education,” J. Educ. Learn., vol. 14, no. 3, pp. 456–462, Aug. 2020, doi: 10.11591/edulearn.v14i3.8458.
Y. N. Deda, H. Disnawati, M. Tamur, and M. Rosa, “Global trend of ethnomathematics studies of the last decade: A bibliometric analysis,” Infin. J., vol. 13, no. 1, pp. 233–250, Jan. 2024, doi: 10.22460/infinity.v13i1.p233-250.
R. C. I. Prahmana and U. D’Ambrosio, “Learning geometry and values from patterns: Ethnomathematics on the batik patterns of Yogyakarta, Indonesia,” J. Math. Educ., vol. 11, no. 3, pp. 439–456, Sep. 2020, doi: 10.22342/jme.11.3.12949.439-456.
R. C. I. Prahmana, “Ethno-Realistic Mathematics Education: The promising learning approach in the city of culture,” SN Soc. Sci., vol. 2, no. 12, p. 257, Nov. 2022, doi: 10.1007/s43545-022-00571-w.
C. A. Rodríguez-Nieto and Á. Alsina, “Networking Between Ethnomathematics, STEAM Education, and the Globalized Approach to Analyze Mathematical Connections in Daily Practices,” Eurasia J. Math. Sci. Technol. Educ., vol. 18, no. 3, p. em2085, Feb. 2022, doi: 10.29333/ejmste/11710.
R. D. L. Iffah, S. Subanti, B. Usodo, and F. Nurhasanah, “Systematic literature review: Ethnomathematics research in Indonesia,” JRAMathEdu (Journal Res. Adv. Math. Educ., vol. 10, no. 1, pp. 15–27, Jan. 2025, doi: 10.23917/jramathedu.v10i1.5621.
N. Nurjanah, I. Mardia, and T. Turmudi, “Ethnomathematics study of Minangkabau tribe: formulation of mathematical representation in the Marosok traditional trading,” Ethnogr. Educ., vol. 16, no. 4, pp. 437–456, Oct. 2021, doi: 10.1080/17457823.2021.1952636.
H. Pathuddin, Kamariah, and M. I. Nawawi, “Buginese ethnomathematics: Barongko cake explorations as mathematics learning resources,” J. Math. Educ., vol. 12, no. 2, pp. 295–312, 2021, doi: 10.22342/jme.12.2.12695.295-312.
D. Kazimova, S. Sadykova, A. Kostangeldinova, G. Tazhigulova, and A. Shertser, “Developing geometric thinking through culturally contextualized mathematical modeling: a yurt-building lesson for middle-school students in Kazakhstan,” Front. Educ., vol. 10, Sep. 2025, doi: 10.3389/feduc.2025.1622697.
J. Naidoo, “Integrating Indigenous Knowledge and Culturally based Activities in South African Mathematics Classrooms,” African J. Teach. Educ., vol. 10, no. 2, pp. 17–36, Dec. 2021, doi: 10.21083/ajote.v10i2.6686.
H. Freudenthal, Revisiting mathematics education: China lectures. Kluwer Academic Publishers, 1991.
U. D’Ambrosio, “An essay on Philosophy, Mathematics and Culture,” Rev. Pesqui. Qual., vol. 8, no. 18, pp. 571–594, Oct. 2020, doi: 10.33361/RPQ.2020.v.8.n.18.345.
M. S. K. Batiibwe, “Ethnomathematics as a pedagogical tool for mathematics education: opportunities and challenges,” SN Soc. Sci., vol. 5, no. 12, p. 221, Dec. 2025, doi: 10.1007/s43545-025-01260-0.
R. Johar, A. Fauzan, S. Sugiman, L. Anwar, C. Sa’dijah, and C. Khairunnisak, “Developing local instruction theory through ethnomathematics and technological-based realistic mathematics education to support students’ spatial ability,” Asian J. Math. Educ., vol. 4, no. 4, pp. 553–587, Dec. 2025, doi: 10.1177/27527263251383572.
S. Ndiung, S. Sariyasa, E. Jehadus, and R. A. Apsari, “The Effect of Treffinger Creative Learning Model with the Use RME Principles on Creative Thinking Skill and Mathematics Learning Outcome,” Int. J. Instr., vol. 14, no. 2, pp. 873–888, Apr. 2021, doi: 10.29333/iji.2021.14249a.
G. Sunzuma and U. Umbara, “Ethnomathematics-based technology in Indonesia: A systematic review,” Asian J. Math. Educ., vol. 4, no. 1, pp. 129–153, 2025.
F. Nursyahidah, F. M. Anindya, M. A. Yulianti, Z. I. Prisanto, and M. A. R. Rosario, “Integrating Local Wisdom with Technology: Designing Learning Trajectory of Cylinder through Realistic Mathematics Education Approach,” J. Pendidik. Mat., vol. 19, no. 1, pp. 81–98, Jan. 2025, doi: 10.22342/jpm.v19i1.pp81-98.
M. G. Baye, M. A. Ayele, and T. E. Wondimuneh, “Implementing GeoGebra integrated with multi-teaching approaches guided by the APOS theory to enhance students’ conceptual understanding of limit in Ethiopian Universities,” Heliyon, vol. 7, no. 5, p. e07012, May 2021, doi: 10.1016/j.heliyon.2021.e07012.
O. Birgin and K. Uzun Yazıcı, “The effect of GeoGebra software–supported mathematics instruction on eighth‐grade students’ conceptual understanding and retention,” J. Comput. Assist. Learn., vol. 37, no. 4, pp. 925–939, Aug. 2021, doi: 10.1111/jcal.12532.
A. Yohannes and H.-L. Chen, “GeoGebra in mathematics education: a systematic review of journal articles published from 2010 to 2020,” Interact. Learn. Environ., vol. 31, no. 9, pp. 5682–5697, Dec. 2023, doi: 10.1080/10494820.2021.2016861.
R. Sarkis-Onofre, F. Catalá-López, E. Aromataris, and C. Lockwood, “How to properly use the PRISMA Statement,” Syst. Rev., vol. 10, no. 1, p. 117, Dec. 2021, doi: 10.1186/s13643-021-01671-z.
I. Risdiyanti and R. C. I. Prahmana, “Designing learning trajectory of set through the Indonesian shadow puppets and Mahabharata stories,” Infin. J., vol. 10, no. 2, p. 331, Aug. 2021, doi: 10.22460/infinity.v10i2.p331-348.
H. Hartono, F. Nursyahidah, and W. Kusumaningsih, “Learning design of lines and angles for 7th -grade using Joglo traditional house context,” JRAMathEdu (Journal Res. Adv. Math. Educ., vol. 6, no. 4, pp. 316–330, Oct. 2021, doi: 10.23917/jramathedu.v6i4.14592.
I. D. Hastuti, Y. Mariyati, and Sutarto, “The Learning Trajectory on Integer Operations Material Using Sagele Dance,” J. Pendidik. Mat., vol. 19, no. 2, pp. 365–388, Apr. 2025, doi: 10.22342/mej.v19i2.pp365-388.
D. Rawani, R. I. I. Putri, Zulkardi, and E. Susanti, “RME-based local instructional theory for translation and reflection using of South Sumatra dance context,” J. Math. Educ., vol. 14, no. 3, pp. 545–562, Jun. 2023, doi: 10.22342/jme.v14i3.pp545-562.
T. A. Putri, N. Fadilah, T. Anjasari, and Y. M. Sari, “Development of Ethno-PMRI based E-Worksheet with Mayang Rontek Dance Context on Plane Figures of Geometry Materials,” J. Pendidik. Mat., vol. 19, no. 1, pp. 99–118, Jan. 2025, doi: 10.22342/jpm.v19i1.pp99-118.
H. Hendriana, N. Ristiana, S. Kusaka, N. R. N. Peni, and R. C. I. Prahmana, “Integrating indigenous number systems and indefinite units into mathematics learning: A study on Javanese language and culture,” Infin. J., vol. 14, no. 3, pp. 797–816, Aug. 2025, doi: 10.22460/infinity.v14i3.p797-816.
U. Umbara, S. Prabawanto, and A. S. Anwar, “Ethnomathematics study: The use of modulo concept in Kampung Naga,” Infin. J., vol. 14, no. 2, pp. 513–530, Mar. 2025, doi: 10.22460/infinity.v14i2.p513-530.
D. A. M. Lidinillah, R. Rahman, W. Wahyudin, and S. Aryanto, “Integrating Sundanese ethnomathematics into mathematics curriculum and teaching: A systematic review from 2013 to 2020,” Infin. J., vol. 11, no. 1, p. 33, Jan. 2022, doi: 10.22460/infinity.v11i1.p33-54.
U. Umbara, S. Prabawanto, and M. G. Jatisunda, “Combination of mathematical literacy with ethnomathematics: How to perspective sundanese culture,” Infin. J., vol. 12, no. 2, pp. 393–414, Sep. 2023, doi: 10.22460/infinity.v12i2.p393-414.
E. A. Afriansyah and F. Arwadi, “Learning trajectory of quadrilateral applying realistic mathematics education: Origami-based tasks,” Math. Teach. Res. J., vol. 13, no. 3, pp. 56–73, 2021.
Y. L. Sukestiyarno, K. U. Z. Nugroho, S. Sugiman, and B. Waluya, “Learning trajectory of non-Euclidean geometry through ethnomathematics learning approaches to improve spatial ability,” Eurasia J. Math. Sci. Technol. Educ., vol. 19, no. 6, p. em2285, Jun. 2023, doi: 10.29333/ejmste/13269.
C. Khairunnisak, R. Johar, C. M. Zubainur, and P. Sasalia, “Learning trajectory of algebraic expression: Supporting students’ mathematical representation ability,” Math. Teach. Res. J., vol. 13, no. 4, pp. 84–103, 2021.
Armiati, A. Fauzan, Y. Harisman, and F. Sya’bani, “Local instructional theory of probability topics based on realistic mathematics education for eight-grade students,” J. Math. Educ., vol. 13, no. 4, pp. 703–722, Dec. 2022, doi: 10.22342/jme.v13i4.pp703-722.
A. B. Kusuma, F. Hanum, A. M. Abadi, and A. Ahmad, “Exploration of ethnomathematics research in Indonesia 2010-2023,” Infin. J., vol. 13, no. 2, pp. 393–412, Apr. 2024, doi: 10.22460/infinity.v13i2.p393-412.
R. Suparatulatorn, N. Jun-on, Y.-Y. Hong, P. Intaros, and S. Suwannaut, “Exploring problem-solving through the intervention of technology and Realistic Mathematics Education in the Calculus content course,” J. Math. Educ., vol. 14, no. 1, pp. 103–128, Feb. 2023, doi: 10.22342/jme.v14i1.pp103-128.
K. A. Wibawa, I. D. G. A. Pandawana, and I. M. Wena, “Development of realistic mathematics education-based learning media using the Solar2D applications for entrepreneurship arithmetic,” Math. Teach. Res. J., vol. 17, no. 2, pp. 316–352, 2025.
M. Turmuzi, I. G. P. Suharta, and I. N. Suparta, “Ethnomathematical research in mathematics education journals in Indonesia: A case study of data design and analysis,” Eurasia J. Math. Sci. Technol. Educ., vol. 19, no. 1, p. em2220, Jan. 2023, doi: 10.29333/ejmste/12836.
I. P. A. A. Payadnya, I. M. Wena, P. S. Noviantari, I. M. P. Palgunadi, and A. D. C. Pradnyanita, “Development of RME learning media based on virtual exhibition to improve students’ higher-order thinking skills (HOTS),” Math. Teach. Res. J., vol. 15, no. 5, pp. 129–156, 2023.
C. Aprinastuti and Z. Kovács, “Translating mathematical representations through cultural contexts: Affective responses of Indonesian preservice teachers,” J. Math. Educ., vol. 16, no. 3, pp. 765–782, Aug. 2025, doi: 10.22342/jme.v16i3.pp765-782.
N. Listiawati et al., “Analysis of implementing Realistic Mathematics Education principles to enhance mathematics competence of slow learner students,” J. Math. Educ., vol. 14, no. 4, pp. 683–700, Aug. 2023, doi: 10.22342/jme.v14i4.pp683-700.
S. Bagchi, “Philosophy of revitalising mathematics education in society: A historical discourse,” Pythagoras, vol. 46, no. 1, pp. 1–10, Jun. 2025, doi: 10.4102/pythagoras.v46i1.820.
S. Labuem, C. Sa’dijah, I. N. Parta, and I. M. Sulandra, “Mathematics in the Tordauk jerpara tel tradition: Contribution of local wisdom to mathematics education innovation in elementary schools,” J. Math. Educ., vol. 16, no. 3, pp. 955–980, Sep. 2025, doi: 10.22342/jme.v16i3.pp955-980.
J. C. Hortelano and M. R. Lapinid, “Recontextualizing Kalinga’s batek and laga into an ethnomathematical teaching resource: An application of the second generation of didactical engineering,” J. Math. Educ., vol. 15, no. 2, pp. 385–402, Feb. 2024, doi: 10.22342/jme.v15i2.pp385-402.
D. Hardiyanto, I. Asokawati, P. M. Majid, A. T. Maesaroh, and F. Nursyahidah, “Learning Reflection Using Realistic Mathematics Education Assisted by GeoGebra Software,” J. Pendidik. Mat., vol. 18, no. 1, pp. 15–26, Jan. 2024, doi: 10.22342/jpm.v18i1.pp15-26.
D. A. Kusuma, B. N. Ruchjana, S. A. Widodo, and E. Dwipriyoko, “Combination of ethnomathematics and the Mozart effect to improve problem-solving skills and mathematical disposition,” BAREKENG J. Ilmu Mat. dan Terap., vol. 18, no. 2, pp. 1155–1166, May 2024, doi: 10.30598/barekengvol18iss2pp1155-1166.