Integrating Ethnomathematics into the Quantum Learning Model to Support Mathematics Learning and Quality Education

Ach. Eka Hendriawan (State University of Surabaya)
Khamiliya Khoirunnisa (State University of Surabaya)
Sya’adhatun Ariayah (State University of Surabaya)
Hilda Izatun Nafsi (State University of Surabaya)
Ni’matur Rohmah (State University of Surabaya)
Zaenal Abidin (State University of Surabaya)
Jeanbile A. Rebaula (Mindanao State University)

Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian
Vol. 11 No. 3 (2025): Vol. 11 No. 3 Oktober 2025

This study aims to describe how the quantum learning model and ethnomathematics have been examined in recent research and to examine whether and how the two approaches can be combined to support elementary mathematics learning and quality education. The study extends previous research, which has largely examined each approach separately, by analysing quantum learning and ethnomathematics together within the context of elementary mathematics learning and by relating them explicitly to SDG 4. A qualitative descriptive design was used, combining a literature corpus (56 articles screened, 28 included), semi-structured teacher interviews, and documentation. Data were analysed through data reduction, data display, and conclusion drawing. Half of the included articles were published in 2024, and the articles were distributed across ethnomathematics (n = 15), quantum learning (n = 9), and SDG 4 (n = 4). The Scopus-indexed studies summarised here report positive outcomes of quantum learning for achievement, retention, critical thinking, and collaboration, and positive but variable outcomes of ethnomathematics for mathematical learning. A conceptual alignment between the six phases of quantum learning and ethnomathematics-based activities is proposed for empirical testing in elementary classrooms.