<![CDATA[Integrating numeracy learning with meaningful real-life and cultural contexts remains a challenge in mathematics education, as classroom practices often emphasize procedural skills detached from students’ lived experiences. This study aims to develop and evaluate a project-based learning, Proyek New Pempek Matematika—a culturally contextualized math project—that integrates mathematical concepts, numeracy, and local cultural wisdom from South Sumatra. This study employed a mixed-method approach involving five junior high schools (one class per school, 30–32 students) and followed a three-stage procedure (design adaptation, implementation, and cross-case analysis), with triangulated data collected through observations, interviews, questionnaires, and numeracy tests and analyzed using thematic analysis. Results indicate that the project-based learning environment, Proyek New Pempek Matematika, achieved high feasibility, as evidenced by positive evaluations from teachers, students, and experts, and improved students’ numeracy performance and conceptual understanding. Teachers demonstrated high usability ratings and sustained intention to implement the learning environment, while students showed increased engagement and an enhanced ability to apply mathematical reasoning in real-world contexts. This study provides a validated framework for integrating local cultural context into project-based numeracy learning impact on students’ numeracy performance. The findings offer practical implications for designing culturally contextualized mathematics instruction that supports students’ real-world problem-solving.]]>
