<![CDATA[This study was conducted to investigate the effect of the Teams Games Tournament (TGT) learning model, integrated with an ethnomathematical approach based on tourist attractions in Lubuk Linggau, on the mathematical connections made by junior high school students. This study used a quantitative approach with a pre-experimental method and a single-group pretest-posttest design. A total of 20 eighth-grade students participated in this study. Data collection was carried out through pretest and posttest measurements of mathematical connections, supported by observation forms and interview guidelines. The ethnomathematical approach was implemented by using the Watervang tourist attraction as a contextual learning resource for teaching plane geometry. The collected data were analyzed using descriptive statistics techniques and N-Gain analysis to determine the improvement of students' skills after the learning intervention. The results showed that the implementation of the ethnomathematical-based TGT learning model made a positive contribution to improving students' mathematical connections. Through learning activities that integrate geometric concepts found in real objects at the Watervang tourist location, students are able to connect mathematical ideas more effectively and recognize their relevance to everyday situations. These results suggest that integrating ethnomathematics into the TGT learning model can be a meaningful and effective alternative for building mathematical relationships among students in the early years of secondary education. Keywords: Teams Games Tournament, Ethnomathematics, Mathematical Connection Ability, Plane Geometry, Watervang Tourism]]>
