<![CDATA[This study aimed to develop ethnomathematics teaching materials using the wooden puppet context through Culturally Responsive Teaching (CRT) to enhance elementary students’ numeracy literacy while integrating local cultural values in support of Sustainable Development Goal 4 (Quality Education). This study employed a Research and Development (R&D) method based on a multiphase design model at a public elementary school in Jelekong, West Java, Indonesia. The study involved 66 fifth-grade students, comprising 33 students in the testing, evaluation, and revision phase and 33 students in the classroom implementation phase. The development process comprised needs analysis, teaching material development, expert validation, initial testing, evaluation, revision, and classroom implementation. Data were collected using numeracy literacy tests, classroom observations, questionnaires, and interviews. Qualitative data were analyzed through data reduction, data display, and conclusion drawing, while quantitative data were analyzed using the Shapiro–Wilk normality test, a paired-samples t-test, normalized gain, and effect size. The findings indicate that the developed teaching materials are valid and practical, while classroom implementation was associated with a statistically significant improvement in students’ numeracy literacy, as indicated by a high normalized gain and a very large effect size. These findings suggest that ethnomathematics teaching materials developed using the wooden puppet context through CRT may support students’ numeracy literacy while promoting appreciation of Sundanese cultural heritage.]]>
