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All Journal KALAMATIKA Jurnal Pendidikan Matematika Journal of Emerging Techologies in Ethnomathematics
Heri Purnomo
Universitas Negeri Surabaya
Education Mathematics

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Meta-Analysis of the Impact of Ethnomathematics-Based Digital Learning on Students' Mathematical Understanding Ratu Mauladaniyati; Sumarni Sumarni; Heri Purnomo; Pradnyo Wijayanti
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 1 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i1.41039

Abstract

This research addresses the growing urgency to contextualize mathematics education by integrating local cultural elements through digital learning. In increasingly diverse classrooms, traditional teaching methods often fail to connect with students' cultural backgrounds, which may hinder engagement and conceptual understanding. This study aims to conduct a meta-analysis to evaluate the influence of ethnomathematics-based digital learning on students' mathematical understanding. A total of 15 peer-reviewed articles published between 2015 and 2024 were systematically selected using inclusion criteria focused on empirical studies involving digital platforms and cultural content in mathematics education. The meta-analysis procedure involved coding of effect sizes and statistical synthesis using a random-effects model. The results show that integrating ethnomathematical content into digital learning significantly improves students’ conceptual understanding, mathematical connections, and critical thinking skills. Effect sizes ranged from moderate to high, indicating a meaningful impact. The novelty of this study lies in quantifying the pedagogical value of combining ethnomathematics and technology, which has not been thoroughly addressed in previous meta-analyses. These findings recommend that educators, curriculum developers, and education policymakers adopt culturally contextualized digital learning designs to enhance mathematics learning outcomes in diverse educational settings.
Systematic Review of Technology-Based Media in Enhancing Joyful and Meaningful Mathematics Learning through Ethnomathematics Contexts Ratu Mauladaniyati; Heri Purnomo; Hilma Alia
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 2 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i2.45918

Abstract

Mathematics is often perceived as abstract and difficult, reducing students’ motivation and engagement. To address these challenges, learning approaches that are joyful and meaningful are increasingly emphasized. Ethnomathematics provides cultural contexts that make mathematics relevant, while technology-based media enhance interactivity and engagement. Yet, research combining these two approaches remains fragmented. This study conducted a systematic review using the PRISMA 2020 protocol, synthesizing 38 peer-reviewed articles published between 2019 and 2024 from Scopus, Web of Science, ERIC, and Google Scholar. The review identified two main themes. First, the integration of ethnomathematics and technology-based media, including digital modules, gamification, mobile apps, and augmented reality, which embed cultural practices such as weaving, batik, and traditional games into mathematics learning. Second, the impact on joyful and meaningful learning, with consistent findings of improved motivation, engagement, problem-solving, and higher-order thinking, as well as strengthened cultural identity. The findings suggest that technology-enhanced ethnomathematics not only improves cognitive outcomes but also fosters affective and cultural dimensions of learning. This approach provides a promising pathway toward culturally responsive and engaging mathematics education. Future research should explore diverse educational levels, employ longitudinal designs, and examine emerging technologies such as AI and metaverse applications in ethnomathematics-based learning.
From complex to simple: Analyzing prospective teachers' analogy reasoning in creating accessible geometry problems Abdul Haris Rosyidi; Cholis Sa'dijah; Heri Purnomo; Abdul Halim Abdullah
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 2 (2025): KALAMATIKA November 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no2.2025pp73-93

Abstract

Students often struggle to identify relevant analog problems when solving new tasks, highlighting the need for teachers to design simple analog problems that serve as scaffolding. This study aims to analyze prospective teachers’ analogical reasoning processes in simplifying complex geometry problems using the Analogical Reasoning in Mathematics (ARM) framework. This qualitative research involved 34 prospective mathematics teachers from a public university in Surabaya, Indonesia. Participants were selected through purposive sampling based on their academic performance and prior coursework in geometry and problem solving. Data were collected through task-based interviews, written work, and observations during problem-simplification activities. The collected data were analyzed thematically, guided by the components of the ARM framework. The results indicate that prospective teachers with varying ability levels employed different analogical reasoning strategies to simplify complex problems through ARM activities. High-ability prospective teachers identified a broader range of student difficulties and adapted the problems into two-step analog problems featuring variations in visual representations, number of circles, and geometric shapes. Conversely, low-ability prospective teachers focused on difficulties related to verbal representation and the need for concrete numerical information, adapting the problems into single, highly simplified analog problems with specific images and numbers. Overall, prospective teachers actively utilized analogical reasoning to design analog problems that addressed student difficulties. Differences in ability were associated with the complexity of adaptation strategies and the depth of difficulty identification, underscoring the importance of training prospective teachers to integrate both approaches to effectively support student understanding.
Co-Authors Abdul Halim Abdullah Abdul Haris Rosyidi Cholis Sa’dijah Hilma Alia Pradnyo Wijayanti Ratu Mauladaniyati Sumarni