<![CDATA[This systematic literature review examines the integration of ethnomathematics with Realistic Mathematics Education (RME) in mathematics learning. Analyzing 29 peer-reviewed articles from Scopus, ERIC, and Science Direct databases (2021–2025), this study addresses three research questions: (1) how RME-based learning trajectory designs utilizing ethnomathematics contexts enhance students’ conceptual understanding across specific mathematics topics; (2) what are students’ affective responses and motivational patterns when engaging with culturally integrated mathematics learning; and (3) how effective and practical are technology-based learning media in supporting ethnomathematics-RME implementation. Findings reveal that learning trajectories integrating local cultural contexts—including traditional dances, shadow puppetry, indigenous number systems, and vernacular architecture—effectively facilitate students’ transition from informal to formal mathematical thinking, thereby strengthening conceptual understanding across geometry, algebra, integer operations, set theory, transformations, and probability. In one of the reviewed studies, approximately 76% of students demonstrated highly positive responses to culturally grounded learning, with intrinsic motivation deeply tied to cultural identity recognition. Technology-based media (Solar2D, GeoGebra, virtual exhibitions) achieved high validity (87–91%), strong practicality (83–84.97%), and substantial effectiveness (N-Gain 0.77; HOTS improvement from 60% to 79%). These findings provide important implications for educators, curriculum designers, and policymakers seeking culturally responsive mathematics curricula that preserve indigenous knowledge while enhancing mathematical literacy and higher-order thinking skills.]]>
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