<![CDATA[ ABSTRACT Background of Study: The development of digital technology in the Society 5.0 era requires university students to possess strong numeracy literacy skills to analyze data, solve contextual problems, and make informed decisions. However, many students still experience difficulties in applying mathematical concepts in real-life contexts. Integrating cultural values through ethnomathematics in learning is considered a potential approach to make mathematics more meaningful and contextual for students. Aims and Scope of the Paper: This study aims to examine the implementation of an ethnomathematics-based Project-Based Learning (PjBL) model to improve university students’ numeracy literacy in the Society 5.0 era. The scope of this research focuses on the integration of local cultural elements into project-based mathematical learning activities. Methods: This study employed a quasi-experimental design using a pretest–posttest approach. The participants were undergraduate students enrolled in a mathematics-related course. Data were collected through numeracy literacy tests, observation sheets, and project assessments. The learning activities required students to develop projects that integrate mathematical concepts with local cultural contexts. Data were analyzed using descriptive and inferential statistical methods. Results: The results indicated that the implementation of the ethnomathematics-based PjBL model significantly improved students’ numeracy literacy. Students demonstrated better abilities in interpreting numerical data, solving contextual mathematical problems, and communicating quantitative reasoning. In addition, the integration of cultural contexts increased students’ engagement and learning motivation. Conclusion: The ethnomathematics-based PjBL model is effective in improving university students’ numeracy literacy and can serve as an innovative learning approach to support the development of 21st-century skills in the Society 5.0 era.]]>
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