Implementation of Ethnomathematics-Based Learning through the Realistic Mathematics Education Approach to Improve Elementary School Students' Mathematical Literacy
Authors
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Tata Sutrafia Armeyntan
Universitas Muhammadiyah Malang
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Ahmad Ghozali
Universitas Muhammadiyah Malang
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Nurul Huda
Universitas Muhammadiyah Malang
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Anis Farida Nurdiana
Universitas Muhammadiyah Malang
Keywords:
Ethnomathematics; Realistic Mathematics Education; Mathematical Literacy; Elementary School; Local Culture.Abstract
This study aims to analyze the effectiveness of ethnomathematics-based learning implementation through the Realistic Mathematics Education (RME) approach in improving elementary school students' mathematical literacy. The research method used mixed methods with a nonequivalent control group quasi-experimental design involving 60 fifth-grade students, 30 students each in the experimental and control classes. Learning in the experimental class integrated local cultural elements such as traditional games, batik motifs, and woven patterns into mathematical activities, while the control class received conventional learning. Data were collected through mathematical literacy tests (pretest–posttest), observation, interviews, and documentation. The results of the quantitative analysis showed that the experimental class experienced a significant increase in mathematical literacy abilities covering the aspects of formulating, employing, and interpreting compared to the control class, indicated by a higher N-gain value and significant differences based on the t-test. Qualitative analysis revealed that the use of cultural context increased student engagement, clarified understanding of abstract concepts, encouraged mathematical communication, and strengthened connections between mathematics and their real-life experiences. These findings demonstrate that ethnomathematics-based learning within the RME framework is effective as a strategy to comprehensively strengthen mathematical literacy in elementary schools. Thus, this study provides empirical and conceptual contributions to a culture-based contextual learning model that can be adapted across various regions in Indonesia. It also serves as practical recommendations for teachers and schools in developing more meaningful and culturally relevant mathematics learning..
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Copyright (c) 2026 Tata Sutrafia Armeyntan, Ahmad Ghozali, Nurul Huda, Anis Farida Nurdiana (Author)
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