The Impact of Ethnomathematics on Students’ Mathematics Learning Outcomes: A Systematic Literature Review

Safiru Hunas; Rama; Nandang Rusmana

doi:10.61255/itej.v4i3.2291

Authors

Safiru Hunas Universitas Pendidikan Indonesia
Rama Wijaya Abdul Rozak Universitas Pendidikan Indonesia
Nandang Rusmana

DOI:

https://doi.org/10.61255/itej.v4i3.2291

Keywords:

Culturally Responsive Teaching, Ethnomathematic, Mathematics Learning Outcomes, Narrative Synthesis, Systematic Literature Review

Abstract

This study aims to analyze the impact of ethnomathematics approaches on students’ mathematics learning outcomes through a Systematic Literature Review (SLR). The study addresses the need for comprehensive empirical evidence synthesis amid the rapid global expansion of ethnomathematics research over the past decade (Batiibwe, 2024; Sunzuma & Umbara, 2025). Articles were searched in Scopus, ERIC, and Google Scholar databases, covering publications from 2020 to 2025. The selection process adhered to the PRISMA 2020 protocol and yielded 12 articles that met the inclusion criteria. Findings reveal three principal patterns of impact: (1) marked gains in academic achievement confirmed by statistical testing; (2) strengthened affective engagement and heightened learning motivation; and (3) development of higher-order mathematical thinking skills through cultural contextualisation. Recent meta-analyses corroborate a substantial effect size in favour of the ethnomathematics approach over conventional instruction (Sulistyowati & Mawardi, 2023; Pratama & Yelken, 2024). The implications underscore the importance of developing structured, contextual, and cross-culturally adaptive ethnomathematics-based instructional materials.

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References

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