<![CDATA[Contextual and meaningful mathematics learning is essential for supporting students’ conceptual understanding and mathematical literacy. However, a comprehensive evaluation of the implementation of ethnomathematics-based Realistic Mathematics Education (RME) is still needed to examine the alignment between instructional planning, classroom implementation, and learning outcomes. This study evaluates the implementation of the ethnomathematics-based Realistic Mathematics Education (RME) approach using the CIPP evaluation model, which encompasses context, input, process, and product. This study employs an evaluative approach, with data drawn from documentation, observations, and interviews conducted in two eighth-grade classes at a public junior high school in Yogyakarta. The data were analysed descriptively according to the alignment of each evaluation component. The results showed that the context evaluation achieved a 100% alignment rate, input 90%, process 94.12%, and product 100%, all falling into the “very good” category. The evaluation results also showed an increase in students’ conceptual understanding and mathematical literacy from the pretest to the posttest, as well as average learning outcomes in line with the KKTP. Thus, the implementation of ethnomathematicsbased RME can be deemed very effective in supporting active, contextual, and meaningful mathematics learning.]]>
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