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INDONESIA
Ethnomathematics Journal
Published by Universitas Negeri Yogyakarta
ISSN : 27989755     EISSN : 27763676     DOI : https://doi.org/10.21831/
Core Subject : Education, Art, Social,
Arts Education Mathematics Social Sciences Other
Ethnomathematics Journal is an open access - international journal that provides a forum for publishing research reports, theoretical review, ideas, or innovation of mathematics education including ethnomathematics referring to the works of DAmbroisio and the colleagues. This journal is designed and devoted to lectures, researchers, school teachers, teacher educators, as well as university students who want to publish their original works or thoughts. Besides regular writers, the journals will also invite contributors who are experts in mathematics education either from Indonesia or abroad.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol. 6 No. 2 (2025): September" : 5 Documents clear
ETHNOMATHEMATICS AND THE CURRICULUM OF TOMORROW: A FRAMEWORK FOR INCLUSIVE AND PROGRESSIVE EDUCATION Kumar, Anil; Gopinath, Seema
Ethnomathematics Journal Vol. 6 No. 2 (2025): September
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v6i2.90348

Abstract

Ethnomathematics, the study of the relationship between culture and mathematical practices, has gained prominence as an approach to fostering inclusivity in education. This research paper explores how ethnomathematics can be integrated into modern curricula to create a framework for inclusive and progressive education. It reviews existing literature, presents a theoretical foundation, details methodologies for studying ethnomathematical practices, and discusses case studies demonstrating successful implementation. The paper further develops a framework for curriculum integration, considers challenges and strategies for implementation, and provides insights into future directions for ethnomathematics in education. The growing need for culturally responsive and inclusive education requires a place for ethnomathematics in curricula. Developed from the foundation of Vygotsky's (1978) theory of constructivist learning, Ladson-Billings' (1995) culturally responsive pedagogy, and Lave and Wenger's (1991) situated learning theory, this research investigates the nexus of ethnomathematics and progressive education models. This research uses a qualitative research approach involving a systematic literature review according to PRISMA guidelines, document analysis, and comparative case studies. The literature review establishes the main advantages and difficulties of ethnomathematics integration, analyzing approaches to embedding ethnomathematical principles into curriculum development. This study proposed a universal framework for Ethnomathematics integration into the curriculum. Through this thorough approach, the research highlights the potential of ethnomathematics to revolutionize mathematics education as a more inclusive, relevant, and socially responsive subject.
GEOMETRY LEARNING BASED ON THE ETHNOMATHEMATICS METAVERSE OF TUGU JOGJA TO DEVELOP STUDENTS' COGNITIVE LEVELS Ihsan Annafi Azhar; Muhammad Al-Jabbar; Priyambodo
Ethnomathematics Journal Vol. 6 No. 2 (2025): September
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v6i2.84720

Abstract

This study focused on analyzing the implementation of metaverse-based ethnomathematics in geometry learning for 9th-grade junior high school students. The aim of this research is to explore the concept of three-dimensional shapes in the Tugu Jogja monument as part of local culture using metaverse technology. The study sought to enhance the cognitive level of 9th-grade students in understanding the concepts of solid geometry, including both flat and curved surfaces, with the metaverse centered on Tugu Jogja. The method employed is purposive sampling, involving 29 ninth-grade students, with pre-tests and post-tests administered to measure the improvement in students’ cognitive levels. The data analysis results show a significant difference in students’ understanding after applying this approach, with a p-value of 0.00019 < 0.05. This proves that metaverse-based ethnomathematics geometry learning is effective in developing the cognitive levels of 9th-grade students. The exploration of Tugu Jogja through the metaverse medium contains mathematical elements such as flat-sided and curved-sided three-dimensional shapes. Through this learning media, it is possible to develop innovative learning methods that integrate technology and local culture to create more interactive and meaningful learning experiences.
ETHNOMATHEMATICS FROM PAST AND CURRENT USES: A DIDACTIC INFERENCE Weldeana, Hailu Nigus; Leung, Frederick KS
Ethnomathematics Journal Vol. 6 No. 2 (2025): September
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v6i2.85676

Abstract

Over the past few decades, Ethnomathematics has drawn attention to the existence of culturally embedded mathematical knowledge systems; yet, their systematic pedagogical transfer into formal school mathematics is still limited in many African contexts, including Ethiopia. This study looks at Ethiopian ethnomathematical practices from historical and contemporary cultural activities in order to incorporate them into curriculum-aligned mathematical learning paths. Data was gathered utilizing a qualitative ethnographic approach using document analysis, field observations, artifact analysis, and semi-structured interviews with cultural practitioners and educators from specific Ethiopian communities. Analytical reconstruction was utilized to identify underlying mathematical structures in order to translate indigenous activities onto formal mathematical concepts such as geometry, measurement, slope, optimization, and spatial reasoning. The findings demonstrate how complex and cohesive mathematical ideas are embodied in Ethiopian cultural practices such as terracing, threshing floor design, traditional storage systems, embroidery patterns, and monument construction. These ideas can be carefully transformed into modeling exercises, classroom assignments, and inquiry-based projects. These reconstructions provide culturally relevant meditation methods in addition to enhancing conceptual understanding, leaner engagement, identity affirmation, and epistemic justice. By offering a theoretically informed framework for integrating indigenous knowledge into mathematics curricula and teacher preparation, the study advances socially relevant and culturally sensitive mathematics education in Ethiopia.
ETHNOMATHEMATICS IN TAJWID SCIENCE: ANALYSIS OF MATHEMATICS CONCEPTS IN QUR'AN READING LAWS Salma, Adela Zakia Talitha; Arfinanti, Nurul
Ethnomathematics Journal Vol. 6 No. 2 (2025): September
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v6i2.86083

Abstract

The study departs from the understanding that mathematics is often seen as a science discipline that separate from daily-life realities; however, in the contexts of Islamic cultures, specifically in the tajwid science, there is strong relation between mathematics and religious practices. The focus of the present study is revealing how numerical approaches and mathematical patterns are used in the instructional processes of the Koran reading, specifically related to the laws of mad reading. The method used i of the qualitative approach with an ethnograhic research model through in-depth interviews with  ustadzs and literary reviews classical and contemporary manuscripts related to the tajwid. Findings show that the tajwid science has integrated the mathematical concepts of duration measurement, rhythm patterns, and numerical ratios in its instructional system, indicating that there are ethnomathematics elements in the contexts of the Moslem cultures. This analysis shows that the numerical approach in the tajwid does not only function as an aid tool, but it also reflects the richness of the Moslem cultures and traditions. This study has widened the understanding that mathematics contextually has a role in the religious practices and instructional processes of the tajwid science.   
EXPLORING THE ETHNOMATHEMATICS IN PHILIPPINE FOLKLORE: THE LEGEND OF BAKUNAWA Gabica, Dexter G.
Ethnomathematics Journal Vol. 6 No. 2 (2025): September
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v6i2.88776

Abstract

This study explores the Legend of Bakunawa through the lens of ethnomathematics, examining how indigenous Filipino folklore encodes mathematical concepts. Using Bishop’s six universal mathematical activities—counting, locating, measuring, designing, playing, and explaining—the research identifies culturally embedded forms of mathematical thinking within the narrative. The legend, which tells of a serpent-like dragon attempting to devour the seven moons, contains patterns, sequences, spatial reasoning, and symbolic numeration that align with core mathematical principles. Through qualitative analysis and ethnographic context, the study highlights how storytelling functions as both a cultural and educational tool, bridging oral tradition and formal mathematics education. The findings affirm that the Bakunawa myth, like many indigenous narratives, provides a culturally rich and pedagogically sound foundation for teaching mathematical concepts. These stories are vessels of mathematical knowledge, which help educators promote culturally responsive pedagogy, strengthen learner identity, and enrich classroom engagement.

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