Abstract
Purpose – This study aims to address the persistent challenge of low mathematics comprehension among students, often attributed to culturally irrelevant and formal approaches in teaching. Despite the potential of ethnomathematics as a culturally contextualized pedagogical approach, comprehensive evaluations of its effectiveness remain limited. This research seeks to fill this gap by conducting a meta-analysis to measure the effect size of ethnomathematics in improving mathematics education over the past decade.
Methods/Design/Approach – A meta-analysis was conducted using data from 11 selected studies published between 2014 and 2024, which employed ethnomathematics in educational settings. The studies were screened based on rigorous inclusion criteria, focusing on experimental designs with control groups and sufficient statistical data for effect size calculation. Statistical analyses, including heterogeneity tests and publication bias assessments, were performed using JASP software.
Findings – The meta-analysis revealed that ethnomathematics significantly enhances students' mathematics achievement, with effect sizes ranging from 0.561 to 2.698. The average effect size of 1.22 indicates a strong positive impact, demonstrating that ethnomathematics is a highly effective approach in various educational contexts, including Indonesia and Zimbabwe. The analysis also identified some heterogeneity across studies, suggesting that the effectiveness of ethnomathematics may be influenced by factors such as intervention design and population characteristics.
Originality/Value – This study provides empirical evidence supporting the effectiveness of ethnomathematics as a pedagogical approach that bridges cultural contexts and mathematical concepts, enriching the curriculum and enhancing students' understanding. It contributes to the growing body of literature by validating ethnomathematics as a viable strategy for improving mathematics education, particularly in culturally diverse settings.
Practical Implications – The findings suggest that educators should consider integrating ethnomathematics into their teaching practices to make mathematics more relevant and engaging for students. The study also underscores the need for curriculum developers to incorporate cultural contexts into mathematics education, fostering inclusivity and relevance.
Keywords Ethnomathematics, mathematics education, meta-analysis, cultural context, educational effectiveness
Paper type Research paper
Keywords
References
Bart, B. (2007). Making Sense of Ethnomathematics: Ethnomathematics Is Making Sense. In Stepping Stones for the 21st Century: Australasian Mathematics Education Research (pp. 225–255). https://doi.org/10.1163/9789087901509_014
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-Analysis. A John Wiley and Sons. Ltd., Publication. https://doi.org/10.1002/9780470743386
Busrah, Z., & Pathuddin, H. (2021). Ethnomathematics: Modelling the volume of solid of revolution at Buginese and Makassarese traditional foods. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 6(4), 331–351. https://doi.org/10.23917/jramathedu.v6i4.15050
Cervantes-Barraza, J. A., & Araujo, A. A. (2023). Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program. Journal on Mathematics Education, 14(3), 469–482. https://doi.org/10.22342/jme.v14i3.pp469-482
D’Ambrosio, U. (2018). The-program-ethnomathematics-Cognitive-anthropological-historic-and-sociocultural-bases—El-programa-etnomatematicas-Bases-cognitivas-antropologicas-historicas-y-socioculturalesPNA.pdf. PNA, 12(4), 229–247.
Ergene, Ö., Ergene, B. Ç., & Yazıcı, E. Z. (2020). Ethnomathematics activities: Reflections from the design and implementation process. Turkish Journal of Computer and Mathematics Education, 11(2), 402–437. https://doi.org/10.16949/turkbilmat.688780
Fauzi, L. M., Hanum, F., Jailani, J., & Jatmiko, J. (2022). Ethnomathematics: Mathematical ideas and educational values on the architecture of Sasak traditional residence. International Journal of Evaluation and Research in Education, 11(1), 250–259. https://doi.org/10.11591/ijere.v11i1.21775
Glass, G. V. (2015). Meta-analysis at middle age: A personal history. Research Synthesis Methods, 6(3), 221–231. https://doi.org/10.1002/jrsm.1133
Hanik, U., & Nurtamam, M. E. (2017). Integrasi Etnomatematika Dalam Pembelajaran Matematika Sekolah Dasar. 1(1), 486.
Hariastuti, R. M., Budiarto, M. T., & Manuharawati. (2022). Traditional Houses in Ethnomathematical-Thematic-Connected-Based Mathematics Learning. International Journal of Educational Methodology, 8(3), 535–549. https://doi.org/10.12973/ijem.8.3.535
Harwell, M. (2020). Growth in the Amount of Literature Reviewed in a Meta-Analysis and Reviewer Resources. Mid-Western Educational Researcher, 32(1), 31–47.
Hendriyanto, A., Priatna, N., Juandi, D., Dahlan, J. A., Hidayat, R., Sahara, S., & Muhaimin, L. H. (2023). Learning Mathematics Using an Ethnomathematics Approach: A Systematic Literature Review. Journal of Higher Education Theory and Practice, 23(7), 59–74.
Herawati, Y. (2018). Analisis kemampuan koneksi matematika berbasis etnomatematika. Universitas Islam Negeri Syarif Hidayatullah.
Juandi, D., Kusumah, Y. S., & Tamur, M. (2022). A Meta-Analysis of the last two decades of realistic mathematics education approaches. International Journal of Instruction, 15(1), 381–400. https://doi.org/10.29333/iji.2022.15122a
Kusuma, D. A. (2019). PENINGKATAN KOMUNIKASI MATEMATIS SISWA MENGGUNAKAN PEMBELAJARAN KONTEKSTUAL BERBASIS ETNOMATEMATIKA DENGAN PENERAPAN MOZART EFFECT (Studi eksperimen terhadap siswa Sekolah Menengah Pertama). TEOREMA: Teori Dan Riset Matematika, 4(1), 65. https://doi.org/10.25157/teorema.v4i1.1954
Mahmudah, Syahputri, S., & Priyanda, R. (2021). Meningkatkan minat belajar perkalian Matematika dengan permainan congklak di SDN Sidorejo. 2(1), 44–49.
Meeran, S., & Van Wyk, M. M. (2022). Mathematics teachers perceptions of socio-cultural diversities in the classroom. Journal of Pedagogical Research, 6(3), 72–87. https://doi.org/10.33902/jpr.202215441
Mullen, B., Muellerleile, P., & Bryant, B. (2001). Cumulative meta-analysis: A consideration of indicators of sufficiency and stability. Personality and Social Psychology Bulletin, 27(11), 1450–1462. https://doi.org/10.1177/01461672012711006
Nursyahidah, F., Saputro, B. A., & Rubowo, M. R. (2018). A Secondary Student’s Problem Solving Ability in Learning Based on Realistic Mathematics with Ethnomathematics. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 3(1), 13. https://doi.org/10.23917/jramathedu.v3i1.5607
Nuryadi, Fitiradhy, A., Marhaeni, N. H., Purwoko, R. Y., & Rumasoreng, M. I. (2023). The Effects of Puppet Ethnomathematics Applications as Mathematics Teaching Materials for Character Education-Based. Pegem Egitim ve Ogretim Dergisi, 13(2), 153–160. https://doi.org/10.47750/pegegog.13.02.19
Pigott, T. D., & Polanin, J. R. (2020). Methodological Guidance Paper: High-Quality Meta-Analysis in a Systematic Review. Review of Educational Research, 90(1), 24–46. https://doi.org/10.3102/0034654319877153
Retnawati, H., Apino, E., Kartianom, Djidu, H., & Anazifa, R. D. (2018). Pengantar Analisis Meta (Edisi 1). Parama Publishing.
Risdiyanti, I., & Prahmana, R. C. I. (2021). Designing Learning Trajectory of Set Through the Indonesian Shadow Puppets and Mahabharata Stories. Infinity Journal, 10(2), 331–348. https://doi.org/10.22460/infinity.v10i2.p331-348
Sili, K. K., Napfiah, S., & Kurniawati, A. (2018). Pengembangan Modul Materi Barisan dan Deret Kelas X SMK dengan Pendekatan REACT. PRISMATIKA: Jurnal Pendidikan Dan Riset Matematika, 1(1), 10–22. https://doi.org/10.33503/prismatika.v1i1.298
Suparman, Juandi, D., & Tamur, M. (2021). Review of problem-based learning trends in 2010-2020: A meta-analysis study of the effect of problem-based learning in enhancing mathematical problem-solving skills of Indonesian students. 1772(1). https://doi.org/10.1088/1742-6596/1722/1/012103
Umbara, U., Wahyudin, W., & Prabawanto, S. (2021). Exploring Ethnomathematics with Ethnomodeling Methodological Approach: How Does Cigugur Indigenous People Using Calculations to Determine Good Day to Build Houses. Eurasia Journal of Mathematics, Science and Technology Education, 17(2), 1–19. https://doi.org/10.29333/EJMSTE/9673
Wibowo, S., Ambarwati, U., & Firdaus, F. M. (2023). Mathematics Ethnic Learning Program in Improving the Understanding of Mathematical Concepts and the Character of Homeland Love. 7(4), 677–688.
Wiryanto, Primaniarta, M. G., & de Mattos, J. R. L. (2022). Javanese ethnomathematics: Exploration of the Tedhak Siten tradition for class learning practices. Journal on Mathematics Education, 13(4), 661–680. https://doi.org/10.22342/jme.v13i4.pp661-680
Licensing
©️ 2024 The Author(s). Published by Global Educational Research Review.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
The terms of this license allow the posting of the Accepted Manuscript or Published Version in institutional or subject repositories by the author(s).
Reprints and Permissions
This is an open access article distributed under the terms of the Creative Commons Attribution 4.0
International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any
medium, provided the original work is properly cited.
Permission is not required to reuse this article, in part or whole, as long as proper attribution is given
to the original work.
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References
Bart, B. (2007). Making Sense of Ethnomathematics: Ethnomathematics Is Making Sense. In Stepping Stones for the 21st Century: Australasian Mathematics Education Research (pp. 225–255). https://doi.org/10.1163/9789087901509_014
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-Analysis. A John Wiley and Sons. Ltd., Publication. https://doi.org/10.1002/9780470743386
Busrah, Z., & Pathuddin, H. (2021). Ethnomathematics: Modelling the volume of solid of revolution at Buginese and Makassarese traditional foods. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 6(4), 331–351. https://doi.org/10.23917/jramathedu.v6i4.15050
Cervantes-Barraza, J. A., & Araujo, A. A. (2023). Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program. Journal on Mathematics Education, 14(3), 469–482. https://doi.org/10.22342/jme.v14i3.pp469-482
D’Ambrosio, U. (2018). The-program-ethnomathematics-Cognitive-anthropological-historic-and-sociocultural-bases—El-programa-etnomatematicas-Bases-cognitivas-antropologicas-historicas-y-socioculturalesPNA.pdf. PNA, 12(4), 229–247.
Ergene, Ö., Ergene, B. Ç., & Yazıcı, E. Z. (2020). Ethnomathematics activities: Reflections from the design and implementation process. Turkish Journal of Computer and Mathematics Education, 11(2), 402–437. https://doi.org/10.16949/turkbilmat.688780
Fauzi, L. M., Hanum, F., Jailani, J., & Jatmiko, J. (2022). Ethnomathematics: Mathematical ideas and educational values on the architecture of Sasak traditional residence. International Journal of Evaluation and Research in Education, 11(1), 250–259. https://doi.org/10.11591/ijere.v11i1.21775
Glass, G. V. (2015). Meta-analysis at middle age: A personal history. Research Synthesis Methods, 6(3), 221–231. https://doi.org/10.1002/jrsm.1133
Hanik, U., & Nurtamam, M. E. (2017). Integrasi Etnomatematika Dalam Pembelajaran Matematika Sekolah Dasar. 1(1), 486.
Hariastuti, R. M., Budiarto, M. T., & Manuharawati. (2022). Traditional Houses in Ethnomathematical-Thematic-Connected-Based Mathematics Learning. International Journal of Educational Methodology, 8(3), 535–549. https://doi.org/10.12973/ijem.8.3.535
Harwell, M. (2020). Growth in the Amount of Literature Reviewed in a Meta-Analysis and Reviewer Resources. Mid-Western Educational Researcher, 32(1), 31–47.
Hendriyanto, A., Priatna, N., Juandi, D., Dahlan, J. A., Hidayat, R., Sahara, S., & Muhaimin, L. H. (2023). Learning Mathematics Using an Ethnomathematics Approach: A Systematic Literature Review. Journal of Higher Education Theory and Practice, 23(7), 59–74.
Herawati, Y. (2018). Analisis kemampuan koneksi matematika berbasis etnomatematika. Universitas Islam Negeri Syarif Hidayatullah.
Juandi, D., Kusumah, Y. S., & Tamur, M. (2022). A Meta-Analysis of the last two decades of realistic mathematics education approaches. International Journal of Instruction, 15(1), 381–400. https://doi.org/10.29333/iji.2022.15122a
Kusuma, D. A. (2019). PENINGKATAN KOMUNIKASI MATEMATIS SISWA MENGGUNAKAN PEMBELAJARAN KONTEKSTUAL BERBASIS ETNOMATEMATIKA DENGAN PENERAPAN MOZART EFFECT (Studi eksperimen terhadap siswa Sekolah Menengah Pertama). TEOREMA: Teori Dan Riset Matematika, 4(1), 65. https://doi.org/10.25157/teorema.v4i1.1954
Mahmudah, Syahputri, S., & Priyanda, R. (2021). Meningkatkan minat belajar perkalian Matematika dengan permainan congklak di SDN Sidorejo. 2(1), 44–49.
Meeran, S., & Van Wyk, M. M. (2022). Mathematics teachers perceptions of socio-cultural diversities in the classroom. Journal of Pedagogical Research, 6(3), 72–87. https://doi.org/10.33902/jpr.202215441
Mullen, B., Muellerleile, P., & Bryant, B. (2001). Cumulative meta-analysis: A consideration of indicators of sufficiency and stability. Personality and Social Psychology Bulletin, 27(11), 1450–1462. https://doi.org/10.1177/01461672012711006
Nursyahidah, F., Saputro, B. A., & Rubowo, M. R. (2018). A Secondary Student’s Problem Solving Ability in Learning Based on Realistic Mathematics with Ethnomathematics. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 3(1), 13. https://doi.org/10.23917/jramathedu.v3i1.5607
Nuryadi, Fitiradhy, A., Marhaeni, N. H., Purwoko, R. Y., & Rumasoreng, M. I. (2023). The Effects of Puppet Ethnomathematics Applications as Mathematics Teaching Materials for Character Education-Based. Pegem Egitim ve Ogretim Dergisi, 13(2), 153–160. https://doi.org/10.47750/pegegog.13.02.19
Pigott, T. D., & Polanin, J. R. (2020). Methodological Guidance Paper: High-Quality Meta-Analysis in a Systematic Review. Review of Educational Research, 90(1), 24–46. https://doi.org/10.3102/0034654319877153
Retnawati, H., Apino, E., Kartianom, Djidu, H., & Anazifa, R. D. (2018). Pengantar Analisis Meta (Edisi 1). Parama Publishing.
Risdiyanti, I., & Prahmana, R. C. I. (2021). Designing Learning Trajectory of Set Through the Indonesian Shadow Puppets and Mahabharata Stories. Infinity Journal, 10(2), 331–348. https://doi.org/10.22460/infinity.v10i2.p331-348
Sili, K. K., Napfiah, S., & Kurniawati, A. (2018). Pengembangan Modul Materi Barisan dan Deret Kelas X SMK dengan Pendekatan REACT. PRISMATIKA: Jurnal Pendidikan Dan Riset Matematika, 1(1), 10–22. https://doi.org/10.33503/prismatika.v1i1.298
Suparman, Juandi, D., & Tamur, M. (2021). Review of problem-based learning trends in 2010-2020: A meta-analysis study of the effect of problem-based learning in enhancing mathematical problem-solving skills of Indonesian students. 1772(1). https://doi.org/10.1088/1742-6596/1722/1/012103
Umbara, U., Wahyudin, W., & Prabawanto, S. (2021). Exploring Ethnomathematics with Ethnomodeling Methodological Approach: How Does Cigugur Indigenous People Using Calculations to Determine Good Day to Build Houses. Eurasia Journal of Mathematics, Science and Technology Education, 17(2), 1–19. https://doi.org/10.29333/EJMSTE/9673
Wibowo, S., Ambarwati, U., & Firdaus, F. M. (2023). Mathematics Ethnic Learning Program in Improving the Understanding of Mathematical Concepts and the Character of Homeland Love. 7(4), 677–688.
Wiryanto, Primaniarta, M. G., & de Mattos, J. R. L. (2022). Javanese ethnomathematics: Exploration of the Tedhak Siten tradition for class learning practices. Journal on Mathematics Education, 13(4), 661–680. https://doi.org/10.22342/jme.v13i4.pp661-680
Licensing
©️ 2024 The Author(s). Published by Global Educational Research Review.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
The terms of this license allow the posting of the Accepted Manuscript or Published Version in institutional or subject repositories by the author(s).
Reprints and Permissions
This is an open access article distributed under the terms of the Creative Commons Attribution 4.0
International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any
medium, provided the original work is properly cited.
Permission is not required to reuse this article, in part or whole, as long as proper attribution is given
to the original work.