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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 52 Documents
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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.

Page 6 of 6 | Total Record : 52

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