<![CDATA[Mathematics learning is often perceived as abstract and disconnected from students’ daily experiences, which can hinder conceptual understanding. Therefore, contextual learning approaches are needed to bridge mathematical concepts with real-life situations. Ethnomathematics offers an alternative by integrating cultural elements into mathematics learning, making the learning process more meaningful and relevant. This study aims to examine ethnomathematical concepts embedded in Betawi traditional snacks through a Systematic Literature Review (SLR). The review analyzed ten scientific publications published between 2021 and 2025 that discuss ethnomathematics in Betawi traditional culinary culture. The analysis focused on identifying the types of traditional snacks, the mathematical concepts contained within them, and their implications for mathematics education. The findings reveal that Betawi traditional snacks contain various mathematical concepts, predominantly geometry, including both two-dimensional and three-dimensional shapes such as circles, triangles, cones, cylinders, cubes, and prisms. In addition, concepts related to measurement, patterns, arithmetic operations, and fractions were identified in the production, presentation, and trading processes of these snacks. These findings indicate that Betawi traditional snacks have significant potential as contextual learning resources that can support students’ conceptual understanding while fostering appreciation of local culture. Integrating ethnomathematics into mathematics education can contribute to more meaningful, engaging, and culturally responsive learning experiences.]]>
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