<![CDATA[Although local culture-based mathematics learning has the potential to strengthen numeracy literacy, the use of traditional games as contextual learning resources still requires in-depth exploration. This study aims to explore the ethnopedagogical values embedded in the traditional game of congklak and analyze the mechanisms through which it can be utilized to strengthen primary school students’ numeracy literacy. The study employed a descriptive qualitative approach from an ethnomathematical perspective. The participants comprised 12 third-grade students and two teachers at SDN 1 Singaparna, selected through purposive sampling. Data were collected through participant observation, semi-structured interviews, and documentation and were subsequently analyzed using Miles, Huberman, and Saldaña’s interactive data analysis model. The findings indicate that congklak incorporates fundamental numeracy concepts, including one-to-one correspondence, addition, subtraction, and division operations, mathematical patterns, and strategic estimation. The gameplay activities also facilitated the cultivation of honesty, carefulness, and patience. These findings are consistent with the sociocultural constructivist perspective, which positions cultural contexts and social interaction as essential elements in the development of conceptual understanding, and demonstrate the potential of contextual learning to reduce mathematics anxiety. This study concludes that congklak-based ethnopedagogy can serve as a bridge between local wisdom and formal mathematics learning. These findings contribute to enriching ethnomathematical scholarship and provide practical implications for educators seeking to integrate local culture-based media into numeracy instruction. Future research should develop and test the effectiveness of ethnopedagogy-based learning modules using a quantitative approach.]]>
