<![CDATA[Purpose of the study: This study aimed to analyze students' mathematical connection ability from an ethnomathematical perspective. The study focused on identifying students' ability to connect mathematical concepts with daily life and cultural contexts embedded in Sundanese culture. Methodology: This study employed a survey research design. Data were collected using an ethnomathematics-based mathematical connection test and teacher interviews. Cluster random sampling was used to select 120 eighth-grade students from three junior high schools in Cibeunying Kidul, Bandung, Indonesia. Descriptive statistical analysis was applied to analyze the collected data. Main Findings: Findings revealed that students' mathematical connection ability from an ethnomathematical perspective was generally categorized as low. Connections with daily life achieved a higher percentage than connections among mathematical topics, although both indicators remained low. Ethnomathematical contexts derived from Sundanese culture provided meaningful situations for identifying students' mathematical connections. Novelty/Originality of this study: Novelty of this study lies in examining students' mathematical connection ability from an ethnomathematical perspective rather than merely implementing ethnomathematics in learning. Cultural elements were used as analytical perspectives to reveal mathematical connections, contributing to the development of culturally responsive mathematics education and extending existing knowledge regarding mathematical connections.]]>
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