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The Effectiveness of Ethnomathematics-Based Learning on Students' Mathematical Representation in Indonesia: A Meta-Analysis Study

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Title: The Effectiveness of Ethnomathematics-Based Learning on Students' Mathematical Representation in Indonesia: A Meta-Analysis Study
Language: English
Authors: Ryan Angga Pratama, Rika Afriani
Source: Journal of Teaching and Learning. 2026 20(2):97-118.
Availability: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Descriptors: Foreign Countries, Literature Reviews, Meta Analysis, Ethnography, Mathematics Education, Mathematics, Comprehension, Cognitive Processes, Knowledge Level, Cultural Influences, Problem Solving
Geographic Terms: Indonesia
ISSN: 1492-1154
1911-8279
Abstract: This meta-analysis aims to examine the extent to which ethnomathematics-based learning improves students' mathematical representation abilities and to identify moderator variables that influence its effectiveness. The literature review in Google Scholar identified 11 studies that met the inclusion criteria. Furthermore, the effect sizes were combined according to the Random Effects Model (REM). Data analysis was performed using CMA v3 and R Studio (Meta Package). The results of the study showed that ethnomathematics learning had a significant effect, with an effect size of 1.2599, 95% CI [0.8662, 1.6536], p < 0.01. This value indicates that the ethnomathematics approach has a strong positive impact on students' mathematical representation abilities. In addition, the effectiveness of ethnomathematics-based learning is influenced by several moderator variables, including education level, cultural background, independent variables, experimental design, and publication type. However, other variables, such as the duration of learning, subject matter, and number of students, were not shown to moderate the relationship between ethnomathematics-based learning and students' mathematical representations. It is also hoped that the results of this study can be the basis for policy making for stakeholders in the world of education (in this case, teachers/schools/education offices) so that the quality of mathematics learning in the classroom can be more optimal.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508204
Database: ERIC
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  Data: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
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  Data: This meta-analysis aims to examine the extent to which ethnomathematics-based learning improves students&#39; mathematical representation abilities and to identify moderator variables that influence its effectiveness. The literature review in Google Scholar identified 11 studies that met the inclusion criteria. Furthermore, the effect sizes were combined according to the Random Effects Model (REM). Data analysis was performed using CMA v3 and R Studio (Meta Package). The results of the study showed that ethnomathematics learning had a significant effect, with an effect size of 1.2599, 95% CI [0.8662, 1.6536], p &lt; 0.01. This value indicates that the ethnomathematics approach has a strong positive impact on students&#39; mathematical representation abilities. In addition, the effectiveness of ethnomathematics-based learning is influenced by several moderator variables, including education level, cultural background, independent variables, experimental design, and publication type. However, other variables, such as the duration of learning, subject matter, and number of students, were not shown to moderate the relationship between ethnomathematics-based learning and students&#39; mathematical representations. It is also hoped that the results of this study can be the basis for policy making for stakeholders in the world of education (in this case, teachers/schools/education offices) so that the quality of mathematics learning in the classroom can be more optimal.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 97
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Meta Analysis
        Type: general
      – SubjectFull: Ethnography
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Mathematics
        Type: general
      – SubjectFull: Comprehension
        Type: general
      – SubjectFull: Cognitive Processes
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Cultural Influences
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Indonesia
        Type: general
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      – TitleFull: The Effectiveness of Ethnomathematics-Based Learning on Students' Mathematical Representation in Indonesia: A Meta-Analysis Study
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            NameFull: Rika Afriani
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