<![CDATA[Geometry learning in elementary schools often faces obstacles due to the abstract nature of the material and the lack of connection with the student's culture, thus having an impact on the low motivation and understanding of students' concepts. This study aims to analyze and synthesize research trends regarding ethnomathematical approaches to geometry materials in elementary schools for the period 2021–2025. The research uses the Systematic Literature Review (SLR) method with the PRISMA protocol. Data was collected through article searches on the Google Scholar database and the SINTA portal using the keywords "ethnomathematics", "geometry", and "elementary school". The research instrument is in the form of documentation sheets and data extraction tables that are used to identify the research focus, cultural context, methods, and main findings of each article. The selection process resulted in 9 articles that met the inclusion criteria. Data analysis techniques are carried out qualitatively descriptive through data reduction, categorization, data presentation, and conclusion drawn. The results of the study show that there is an increase in publications related to ethnomathematics every year. The study of ethnomathematics is dominated by the use of local culture such as Sasak traditional houses, Saruang musical instruments, and Songket and Malay fabric motifs as a medium for learning geometry. This approach has the potential to increase understanding of the concept of building flat and building space while strengthening students' appreciation of local culture. The implications of this study show that ethnomathematics can be a reference in the development of more contextual and meaningful geometry learning in elementary schools.]]>
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