<![CDATA[[Bahasa]: Pendidikan matematika berbasis budaya melalui pendekatan etnomatematika masih belum optimal diimplementasikan oleh guru madrasah ibtidaiyah (MI). Program pengabdian ini bertujuan meningkatkan kompetensi guru MI Islamiyah Kota Serang dalam mengembangkan perangkat pembelajaran berbasis etnomatematika. Kegiatan dilaksanakan menggunakan pendekatan service learning melalui tiga tahap, yaitu persiapan, pelatihan dan pendampingan, serta evaluasi. Subjek kegiatan melibatkan 18 guru. Data dikumpulkan melalui observasi keterlibatan peserta (meliputi keaktifan bertanya/menjawab, partisipasi kerja kelompok, keseriusan mengembangkan perangkat, dan kemampuan presentasi), analisis produk perangkat pembelajaran (meliputi kesesuaian tujuan, integrasi budaya lokal, kejelasan langkah pembelajaran, dan instrumen penilaian), serta refleksi peserta (meliputi manfaat pelatihan, kesulitan yang dihadapi, dan dukungan yang dibutuhkan). Data dianalisis secara deskriptif menggunakan persentase dan kategorisasi. Hasil menunjukkan bahwa tingkat kehadiran peserta mencapai 100% dengan keterlibatan pada kategori sangat tinggi. Respon peserta terhadap pelatihan berada pada kategori sangat positif. Produk perangkat pembelajaran yang dihasilkan berada pada kategori baik hingga sangat baik, meskipun integrasi budaya lokal masih memerlukan penguatan. Refleksi peserta mengindikasikan peningkatan pengetahuan dan keterampilan, dengan kebutuhan tindak lanjut berupa pendampingan berkelanjutan. Dengan demikian, program pendampingan efektif meningkatkan kompetensi guru dalam mengembangkan pembelajaran matematika berbasis etnomatematika serta berpotensi mendukung pelestarian budaya lokal. Kata kunci: etnomatematika, pendampingan guru, perangkat pembelajaran, pengabdian masyarakat [English]: The implementation of culturally based mathematics learning through an ethnomathematics approach among madrasah ibtidaiyah teachers remains limited. This community service program aims to support teachers at MI Islamiyah Ciwaru, Serang City, in understanding ethnomathematics and developing mathematics instructional materials that incorporate local cultural contexts. The program employed a service-learning approach through three main stages: preparation, training and mentoring, and evaluation. Data were obtained from observation of participant engagement (including activeness in asking/responding, participation in group work, seriousness in developing tools, and presentation ability), analysis of instructional products (including alignment of objectives, integration of local culture, clarity of learning steps, and assessment instruments), and participant reflections (including perceived benefits, difficulties encountered, and support needed). The data were analyzed descriptively using scores, categories, and thematic synthesis. The evaluation showed full participant attendance and very high engagement across all observation indicators. Product analysis indicated very good alignment of learning objectives and clarity of learning steps, while integration of local culture and assessment instruments were categorized as good. Participant reflections indicated perceived increases in knowledge and skills, while also identifying difficulties in selecting relevant cultural elements and developing contextualized instructional materials. The program resulted in lesson plans/teaching modules, student worksheets, assessment instruments, and ethnomathematics-based questions incorporating Banten cultural contexts. These outcomes indicate that the mentoring program supported teachers in developing more contextual mathematics instructional materials, although continued mentoring and classroom implementation are needed to strengthen sustainability and the quality of cultural integration. Keywords: ethnomathematics, teacher mentoring, instructional materials, community service]]>
