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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 60 Documents
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ETHNOMATHEMATICS AND THE CURRICULUM OF TOMORROW: A FRAMEWORK FOR INCLUSIVE AND PROGRESSIVE EDUCATION Anil Kumar; Seema Gopinath
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 Hailu Nigus Weldeana; Frederick KS Leung
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 Adela Zakia Talitha Salma; Nurul Arfinanti
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 Dexter G. Gabica
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.
Exploration of ethnomathematics in the coastal areas of West Kalimantan Dodi; Zan Zibar; Robin Saputra; Hendi Santoso; Rizqan Khairan Munandar
Ethnomathematics Journal Vol. 7 No. 1 (2026): March
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v7i1.89451

Abstract

This study explores the ethnomathematical practices of coastal communities in West Kalimantan, Indonesia, revealing how traditional knowledge systems contain rich mathematical concepts embedded in daily life activities. Utilizing qualitative methods, field observations, interviews, and documentation, the research highlights how local practices such as maritime navigation, time estimation, fishing tool construction, trade measurements, and traditional crafts reflect applied mathematics. Although these concepts are not formally expressed in academic terms, they demonstrate a deep understanding of geometry, arithmetic, estimation, and patterns. The study underscores the potential of integrating ethnomathematics into formal education to create a more contextual, inclusive, and culturally relevant mathematics curriculum. These findings support of mathematics education by recognizing and legitimizing indigenous knowledge systems as valuable learning resources. By incorporating local mathematical practices into teaching, educators can bridge the gap between abstract concepts and students’ lived experiences, fostering deeper engagement, enhancing critical thinking, and strengthening cultural identity.
Exploring the mathematics of the Sinulog Festival Ofelia Aljade Ramos; Roberto Jr. Sagge
Ethnomathematics Journal Vol. 7 No. 1 (2026): March
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v7i1.96130

Abstract

This study documents mathematical knowledge embedded in the Sinulog Festival through an ethnomathematical lens. Addressing the limited empirical documentation of cultural practices as mathematical systems, the research employed a qualitative ethnographic design over six months of fieldwork in Cebu City. Data were collected through repeated observations, semi-structured interviews with three key festival practitioners (choreographer, logistics coordinator, and historian), artifact analysis, and visual documentation. Thematic coding identified recurring mathematical domains across choreography, costume and prop design, and logistical planning. Findings reveal systematic applications of symmetry, geometric transformations, proportional reasoning, counting systems, measurement, estimation, and optimization. These practices demonstrate that mathematical reasoning operates as functional knowledge within communal cultural performance rather than solely within formal schooling. The study provides empirical evidence that large-scale festivals constitute structured mathematical environments and offers a grounded basis for integrating culturally situated contexts into mathematics education while maintaining conceptual rigor.
Exploration of mathematical concepts in determining good and bad days in the Mangbillang Allo tradition in the Enrekang community Elma Gita Sukmara; Andi Aras
Ethnomathematics Journal Vol. 7 No. 1 (2026): March
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v7i1.88136

Abstract

This study aims to explore mathematical concepts contained in the Mangbillang Allo tradition in the Latimojong community, Enrekang. This tradition is a practice of determining good and bad days based on calculations rooted in local culture. The research focuses on identifying mathematical elements in the stages of the tradition, such as pentaunan (star observation), day and date calculations, and the wattu lima time system. The approach used is qualitative with an ethnographic method. Data collection techniques include observation, in-depth interviews with tradition practitioners, and documentation of calculation practices. Data analysis is conducted through domain and taxonomy approaches to identify mathematical concepts, which are then linked to six ethnomathematical activities according to Bishop: counting, measuring, locating, designing, and explaining. The research results indicate that the Mangbillang Allo tradition contains geometric concepts in the wattu lima symbol, arithmetic in number sequences and calculations of days based on the Hijri calendar, as well as patterns and modulo concepts. Its learning implementation includes four stages: informal, mode for mathematics, mode of mathematics, and formal. In addition, cultural values such as sipakatau, sipakalebbi, sipakario, and sipangingaran can be integrated into the learning process. These findings suggest that the Mangbillang Allo tradition has the potential as a context for mathematics learning that is contextual, meaningful, and based on local wisdom.
Ethnomathematics of the religious beliefs and rituals of the Bagobo Tagabawa of Southern Mindanao, Philippines Dexter G. Gabica
Ethnomathematics Journal Vol. 7 No. 1 (2026): March
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v7i1.95821

Abstract

This study examines the ethnomathematical dimensions of the religious beliefs and ritual practices of the Bagobo Tagabawa of Southern Mindanao. Grounded in ethnographic analysis and informed by ethnomathematics theory, it investigates how mathematical ideas are embedded, enacted, and transmitted through culturally meaningful religious activities. Drawing on field observations, elder narratives, and ethnographic and ethnomedical literature, the study analyzes ritual practices such as pilgrimage to Apo Sandawa, spatial organization of ritual spaces, healing practices involving the preparation of lana, symbolic offerings, music, and dance. Findings show that these practices embody systematic mathematical concepts including geometry, measurement, ratio and proportion, sequencing, patterning, and cyclicity. Mathematical reasoning among the Tagabawa is expressed through embodied movement, spatial design, material preparation, and collective coordination, and is inseparable from cultural values of balance, reciprocity, and harmony. The study highlights the pedagogical potential of Tagabawa ethnomathematics for culturally responsive and place-based mathematics education and contributes to efforts to decolonize mathematics education by recognizing indigenous rituals as legitimate sites of mathematical knowledge.
Reconceptualizing ethnomathematical knowledge: A recursive framework of culture, practice, cognition, and mathematization Itgel Miyejav
Ethnomathematics Journal Vol. 7 No. 1 (2026): March
Publisher : Ethnomath Association in cooperation with Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ej.v7i1.96461

Abstract

Addressing the lack of integrative theoretical models in ethnomathematics, this article proposes the Culture–Practice–Cognition–Mathematization (CPCM) framework as a culturally grounded approach for interpreting ethnomathematical knowledge. The framework conceptualizes ethnomathematical knowledge as a decentralized system of relations among culture, practice, cognition, and mathematization, shifting attention from the identification of isolated mathematical elements toward the processes through which knowledge is constituted, transmitted, and transformed within culturally situated activities. Culture is understood as the epistemological ground that shapes the meaning and legitimacy of knowledge; practice as the domain in which knowledge is enacted; cognition as the process through which knowledge is interpreted and generalized; and mathematization as the process through which relationships become represented, modelled, and systematized. Rather than treating mathematization as a final stage leading toward formal mathematics, the framework views it as one dimension within a broader system of knowledge formation. The explanatory potential of the framework is illustrated through an analytical vignette of the Mongolian ger. Overall, the CPCM framework provides an integrative perspective for examining ethnomathematical knowledge across diverse cultural contexts and offers a foundation for future empirical and educational research.

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