Mapping the Landscape of Ethnomathematics in Mathematics Education: Trends, Pedagogical Designs, and Future Directions
Abstract
Ethnomathematics has emerged as a culturally responsive approach to mathematics education, yet its research landscape remains fragmented across geographical, methodological, and thematic dimensions. This study aims to comprehensively map the landscape of ethnomathematics in mathematics education by tracing publication trends, analyzing pedagogical designs, and identifying critical research gaps. A Systematic Literature Review (SLR) was conducted using the PRISMA framework, integrating bibliometric analysis with VOSViewer and qualitative content analysis. Of 663 Scopus-indexed articles published between 2015 and 2025, 13 articles met the inclusion criteria and were selected for in-depth analysis. Findings revealed a significant growth in ethnomathematics publications, particularly after 2023, with the most productive year being 2025. Research focus has shifted from STEAM education and game-based learning toward mathematical literacy, numeracy, critical thinking, problem-solving, and ethno-modeling. Content analysis identified three main categories of cultural artifacts employed in instructional designs: traditional architecture, agricultural and calendrical systems, and artistic and craft traditions. However, four critical gaps were identified: (1) the dominance of qualitative methods with a scarcity of experimental and longitudinal studies; (2) minimal integration of emerging technologies such as VR, AR, and AI; (3) strong geographical concentration in Indonesia with limited cross-cultural representation; and (4) insufficient research on teacher professional development and culturally responsive assessment. Future research is recommended to diversify methodological designs, develop digital ethnomathematics platforms, strengthen international collaboration, and address teacher preparation and curriculum integration systematically. This study contributes a structured research roadmap that supports the development of culturally sensitive mathematics education globally.
Etnomatematika telah berkembang menjadi pendekatan responsif budaya dalam pendidikan matematika, namun lanskap penelitiannya masih terfragmentasi secara geografis, metodologis, dan tematik. Penelitian ini bertujuan untuk memetakan secara komprehensif lanskap etnomatematika dalam pendidikan matematika dengan menelusuri tren publikasi, menganalisis desain pedagogis, serta mengidentifikasi kesenjangan penelitian yang masih kritis. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan kerangka PRISMA, mengintegrasikan analisis bibliometrik menggunakan VOSViewer dan analisis konten kualitatif. Dari 663 artikel terindeks Scopus yang diterbitkan antara 2015 hingga 2025, sebanyak 13 artikel memenuhi kriteria inklusi dan dipilih untuk dianalisis secara mendalam. Temuan menunjukkan pertumbuhan signifikan publikasi etnomatematika, terutama setelah 2023, dengan tahun paling produktif adalah 2025. Fokus penelitian telah bergeser dari pendidikan STEAM dan pembelajaran berbasis permainan menuju literasi matematika, numerasi, berpikir kritis, pemecahan masalah, dan etomodeling. Analisis konten mengidentifikasi tiga kategori utama artefak budaya yang digunakan dalam desain pembelajaran: arsitektur tradisional, sistem pertanian dan penanggalan, serta tradisi seni dan kerajinan. Namun, empat kesenjangan kritis ditemukan: (1) dominasi metode kualitatif dengan minimnya studi eksperimental dan longitudinal; (2) terbatasnya integrasi teknologi seperti VR, AR, dan AI; (3) konsentrasi geografis yang kuat di Indonesia dengan representasi lintas budaya yang terbatas; dan (4) minimnya penelitian tentang pengembangan profesional guru dan asesmen responsif budaya. Penelitian selanjutnya direkomendasikan untuk mendiversifikasi desain metodologis, mengembangkan platform etnomatematika digital, memperkuat kolaborasi internasional, serta menangani persiapan guru dan integrasi kurikulum secara sistematis. Penelitian ini berkontribusi pada penyusunan peta jalan penelitian terstruktur yang mendukung pengembangan pendidikan matematika yang sensitif budaya secara global.
Keywords
Full Text:
PDFReferences
Abbasnejad, B., Soltani, S., Taghizadeh, F., & Zare, A. (2026). Developing a multilevel framework for AI integration in technical and engineering higher education: insights from bibliometric analysis and ethnographic research. Interactive Technology and Smart Education, 23(1), 49–79.
Ahmad, M., Pricilia, G. M., & Elindra, R. (2025). Realistic mathematics learning model based on Mandailing culture assisted by TPACK: model development study to develop critical thinking skills. Perspektivy Nauki i Obrazovania, 3, 282–296. https://doi.org/10.32744/pse.2025.3.18
Alghar, M. Z., & Radjak, D. S. (2024). Systematic literature review: Implementation of ethnomodelling in mathematics learning. Union: Jurnal Ilmiah Pendidikan Matematika, 12(1), 67–81.
Azarian, M., Yu, H., Shiferaw, A. T., & Stevik, T. K. (2023). Do we perform systematic literature review right? A scientific mapping and methodological assessment. Logistics, 7(4), 89.
Azmi, N., Arif, S., Sofyan, H., & Oktavia, R. (2025). Bridging geometry and cultures for junior high school level: Rumoh Aceh design from a computational thinking perspective. Journal on Mathematics Education, 16(2), 383–406. https://doi.org/10.22342/jme.v16i2.pp383-406
Batiibwe, M. S. K. (2025). Ethnomathematics as a pedagogical tool for mathematics education: opportunities and challenges. SN Social Sciences, 5(12), 221.
Bertrand, M. G. (2025). STEAM Education: Culturally Responsive Mathematics, Science, and Computing. The University of Western Ontario (Canada).
Cooper, C., Booth, A., Varley-Campbell, J., Britten, N., & Garside, R. (2018). Defining the process to literature searching in systematic reviews: a literature review of guidance and supporting studies. BMC Medical Research Methodology, 18(1), 85.
D’Ambrósio, U., & Knijnik, G. (2020). Ethnomathematics. In Encyclopedia of mathematics education (pp. 283–288). Springer.
Dhema, M., Cholily, Y. M., & Rahardjanto, A. (2025). Tracing local wisdom in the integration of ethnomathematics in vocational high school mathematics education: A Scopus systematic review. Indonesian Journal of Science and Mathematics Education, 8(2), 472–485.
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.
Farah, A. A., Mohamed, M. A., Musse, O. S. H., & Nor, B. A. (2025). The multifaceted impact of climate change on agricultural productivity: A systematic literature review of SCOPUS-indexed studies (2015–2024). Discover Sustainability, 6(1), 397.
Foo, Y. Z., O’Dea, R. E., Koricheva, J., Nakagawa, S., & Lagisz, M. (2021). A practical guide to question formation, systematic searching and study screening for literature reviews in ecology and evolution. Methods in Ecology and Evolution, 12(9), 1705–1720.
Hendriyanto, A., & Muhaimin, L. H. (2023). Learning Mathematics Using an Ethnomathematics Approach : A Systematic Literature Review. 23(7), 59–74.
Johnstone, I. (2023). Organisation for Economic Co-operation and Development (OECD). Yearbook of International Environmental Law, 34(1), yvae026.
Kholid, M. N., & Husodo, H. D. (2025). Ethnomathematics: Arithmetic and Discrete Mathematics Concepts in Batik Sidomukti Solo. Mathematics Education Journal, 19(3), 489–508. https://doi.org/10.22342/mej.v19i3.pp489-508
Klarin, A. (2024). How to conduct a bibliometric content analysis: Guidelines and contributions of content co‐occurrence or co‐word literature reviews. International Journal of Consumer Studies, 48(2), e13031.
Lakapu, M., Djong, K. D., Uskono, I. V., Jagom, Y. O., Nai, Y. D., & Savio, D. (2025). Scientometric Analysis of Ethnomathematics-Based Development: A Systematic Literature Review. Jurnal Pendidikan MIPA, 26(3), 1445–1463.
Lidinillah, D. A. M., Rahman, R., Wahyudin, W., & Aryanto, S. (2022). Integrating sundanese ethnomathematics into mathematics curriculum and teaching: A systematic review from 2013 to 2020. Infinity Journal, 11(1), 33–54.
Marsigit, Irfan, M., & Sukoco, H. (2025). Evaluation of pedagogical quality in ethnomathematics learning practices. Discover Education.
Mei, A., Marsigit, Purwastuti, L. A., Hidayat, R., & Ayub, A. F. M. (2025). Problem-Solving Learning Model Based on Ethnomathematics to Improve Student’s Creative Thinking in Elementary School. Malaysian Journal of Mathematical Sciences, 19(1), 289–309. https://doi.org/10.47836/mjms.19.1.15
Mei, A., Purwastuti, L. A., Hidayat, R., & Ayub, A. F. M. (2025). Problem-Solving Learning Model Based on Ethnomathematics to Improve Student’s Creative Thinking in Elementary School. Malaysian Journal of Mathematical Sciences, 19(1), 289–309. https://doi.org/10.47836/mjms.19.1.15
Miftahurrahmi, M., Pratiwi, I. O., Huda, F., & Habibi, M. (2024). Ethnomathematics exploration in the traditional art of randai Minangkabau. Kalamatika: Jurnal Pendidikan Matematika, 9(1), 99–120.
Mishra, V., & Mishra, M. P. (2023). PRISMA for review of management literature–method, merits, and limitations–an academic review.
Naufal, M. A., Latif, L. A., Novianti, G. E., Muhammad, F., & Hassan, M. N. (2025). ETHNOMATHEMATICS IN ARCHITECTURE: EXPLORING GEOMETRY AND PATTERNS IN THE WE TENRI OLLE TOMB. Barekeng, 19(4), 2481–2494. https://doi.org/10.30598/barekengvol19iss4pp2481-2494
Ni, C., & Abdullah, N. L. (2025). Research on absorptive capacity in the green context: a bibliometric and visualization analysis. Cogent Business & Management, 12(1), 2435602.
Nst, M. I., & Batubara, N. K. (2024). The importance of ethnomathematics in education: A systematic literature review. Proceedings of International Conference on Education, 2(1), 552–557.
Nursyahidah, F., Mariani, S., & Wijayanti, K. (2025). Integrating technology, Javanese ethnomathematics, and realistic mathematics education in supporting prospective mathematics teachers’ numeracy skills: A learning trajectory. Journal on Mathematics Education, 16(2), 671–688. https://doi.org/10.22342/jme.v16i2.pp671-688
Pathuddin, H., & Mariani, A. (2023). Ethnomathematics of Pananrang: A guidance of traditional farming system of the Buginese community. Journal on Mathematics Education, 14(2), 205–224. https://doi.org/10.22342/jme.v14i2.pp205-224
Pratama, R. A., & Yelken, T. Y. (2024). Effectiveness of ethnomathematics-based learning on students’ mathematical literacy: a meta-analysis study. Discover Education, 3(1), 202.
Risdiyanti, I., Charitas, R., Prahmana, I., Info, A., Puppets, I. S., Stories, M., & Education, R. M. (2021). DESIGNING LEARNING TRAJECTORY OF SET THROUGH THE INDONESIAN SHADOW PUPPETS AND. 10(2), 331–348.
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.
Rodríguez-Nieto, C. A., Pabón-Navarro, M. L., Cantillo-Rudas, B. M., & Moll, V. F. (2025). The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making. Infinity Journal, 14(2), 419–444. https://doi.org/10.22460/infinity.v14i2.p419-444
Rosa, M., D’Ambrosio, U., Orey, D. C., Shirley, L., Alangui, W. V, Palhares, P., & Gavarrete, M. E. (2016). Current and future perspectives of ethnomathematics as a program. Springer.
Rusli, R., & Safaah, T. N. (2023). Research trend on ethnomathematics from 2012 to 2022: A bibliometric analysis. Indonesian Journal of Science and Mathematics Education, 6(1), 37–47.
Sanfilippo, F., Tigano, S., Palumbo, G. J., Astuto, M., & Murabito, P. (2020). Importance of inclusion criteria in systematic reviews. British Journal of Anaesthesia, 125(5), e398–e399.
Sarkis-Onofre, R., Catalá-López, F., Aromataris, E., & Lockwood, C. (2021). How to properly use the PRISMA Statement. Systematic Reviews, 10(1), 117.
Simbolon, R. (2024). Literature Study: Integration of Ethnomathematics in Mathematics Learning in Schools. JMEA: Journal of Mathematics Education and Application, 3(2), 70–76.
Utami, N. W., Sagita, L., & Rahmawati, R. D. (2025). Struggling with Cultural Integration: Elementary Teachers’ Efforts to Incorporate the Javanese Calendar in Teaching Plan. Mathematics Education Journal, 19(4), 649–672. https://doi.org/10.22342/mej.v19i4.pp649-672
Winardi, M. P. A., & Jupri, A. (2025). Implementation of folk games ethnomathematics in mathematics learning: A systematic literature review. Research and Development in Education (RaDEn), 5(2), 796–810.
Zaenuri, Medyasari, L. T., Dewi, N. R., & Adhi, N. (2021). Auditory, intellectually, repetition with ethnomathematics nuance in improving students’ mathematical problem solving ability. Journal of Physics: Conference Series, 1918(4), 42093. https://doi.org/10.1088/1742-6596/1918/4/042093
DOI: http://dx.doi.org/10.21043/jpmk.v9i1.35240
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Editorial and Administration Office:
Jurnal Pendidikan Matematika (Kudus)
Tadris Matematika, Tarbiyah Faculty, Universitas Islam Negeri Sunan Kudus
Jl. Conge Ngembalrejo Po Box 51, Kudus, Jawa Tengah, Indonesia, Kode Pos: 59322
Email: [email protected]