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 |
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| 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 |
| 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. |
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| ISSN: | 1492-1154 1911-8279 |
