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Lisnani
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Jl. Maospati - Bar. No.358-360, Kleco, Maospati, Kec. Maospati, Kabupaten Magetan, Jawa Timur 63392
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INDONESIA
Journal of Emerging Techologies in Ethnomathematics
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 31095623     DOI : https://doi.org/10.26740/jetie.v1i2.48685
Core Subject : Education,
Education Mathematics
Journal of Emerging Technologies in Ethnomathematics (JETiE) is a Mathematics Education Department, State University of Surabaya Campus 5. This journal focuses on presenting the integration of mathematics and cultures (ethnomathematics) in various regions and even countries throughout the world by utilizing multiple technologies such as Android-based applications, 3D applications, 4D applications, gamification, web-based applications, coding, Artificial Intelligence (AI), Augmented Reality (AR), and Virtual Reality (VR). This journal aims to help preserve various cultures in many countries while following developments in the future era of Society 5.0.
Arjuna Subject : Umum - Umum
Articles 10 Documents
 1 
A Systematic Literature Review on the Digitalization of Ethnomathematics in 101 Tower Taiwan Agus Suyono; Lisnani .
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 1 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i1.40596

Abstract

This study presents a systematic literature review exploring the integration of ethnomathematics in the context of the iconic Taipei 101 Tower through digitalization. The research aims to identify how mathematical concepts embedded in the cultural, architectural, and symbolic elements of the 101 Tower can be utilized in educational settings, particularly within the framework of digital learning tools. A total of 25 peer-reviewed articles published between 2013 and 2024 were selected using PRISMA methodology, focusing on keywords such as "ethnomathematics," "digitalization," "architecture," and "Taipei 101." The analysis reveals that the structure of the 101 Tower embodies rich mathematical patterns, including fractals, symmetry, proportions, and the Fibonacci sequence, all of which reflect Taiwanese culture and traditional beliefs. Furthermore, digital technologies—such as augmented reality (AR), virtual tours, and interactive apps—have enhanced students' engagement and understanding of these concepts. The study concludes that the digitalization of ethnomathematical elements of the 101 Tower has strong potential to foster culturally relevant mathematics education and promote global appreciation of local knowledge systems. This review contributes to the growing field of ethnomathematics by highlighting the relevance of cultural artifacts in mathematical education and interdisciplinary studies,
A Systematics Literature Review on The Use of 3D Models in Colombian Ethnomathematics Jonathan Alberto Cervantes Barraza; Lisnani .
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 1 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i1.40597

Abstract

This paper presents a systematic literature review on the ethnomathematics of Colombia using 3D modeling technologies. It aims to identify and synthesize the mathematical ideas embedded in Colombian cultural artifacts, traditions, and practices, especially relating to geometry and spatial reasoning. The methodology follows PRISMA guidelines, analyzing peer-reviewed articles, dissertations, and ethnographic reports. Data was coded thematically, focusing on cultural representations of geometry and their transformation into 3D visual models. Results show that Colombian indigenous and Afro-descendant communities integrate geometric concepts into textiles, housing structures, and ceremonial spaces. The use of 3D models helps visualize and preserve these practices while facilitating culturally relevant mathematics education. This study highlights the importance of integrating technology with ethnomathematics to support both heritage conservation and educational innovation.
A Bibliometric Analysis of the Use of Augmented Reality in Ethnomathematics Education Sumarni .; Ratu Mauladaniyati
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 1 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i1.40844

Abstract

One area that has been gaining increasing attention is the integration of Augmented Reality (AR) technologies in mathematics education, especially within the context of ethnomathematics. This study aims to explore trends, developments, and directions of research related to the use of Augmented Reality (AR) technology in ethnomathematics education through a bibliometric approach. By utilizing the Scopus database, relevant scientific articles were selected based on keywords such as "augmented reality", "ethnomathematics", and "education" from the Google Scholar database between 2015 and 2025. Publish or perish software was used to collect data while the Vosviwer application was applied to analyze the data. Using descriptive and bibliometric analysis, this study addresses two research problems as follows: a) the growth trajectory of studies related to the use of Augmented Reality (AR) technology in ethnomathematics; and b) mapping studies to identify the most important themes and topics. The results of the analysis show that the trajectory of studies related to the use of Augmented Reality (AR) technology in ethnomathematics. Several topics that are rarely studied are recommended to be basic ideas in further research. These findings contribute not only to mathematics education researchers but also to other stakeholders, including education policy makers.
Meta-Analysis of the Impact of Ethnomathematics-Based Digital Learning on Students' Mathematical Understanding Ratu Mauladaniyati; Sumarni; Heri Purnomo; Pradnyo Wijayanti
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 1 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i1.41039

Abstract

This research addresses the growing urgency to contextualize mathematics education by integrating local cultural elements through digital learning. In increasingly diverse classrooms, traditional teaching methods often fail to connect with students' cultural backgrounds, which may hinder engagement and conceptual understanding. This study aims to conduct a meta-analysis to evaluate the influence of ethnomathematics-based digital learning on students' mathematical understanding. A total of 15 peer-reviewed articles published between 2015 and 2024 were systematically selected using inclusion criteria focused on empirical studies involving digital platforms and cultural content in mathematics education. The meta-analysis procedure involved coding of effect sizes and statistical synthesis using a random-effects model. The results show that integrating ethnomathematical content into digital learning significantly improves students’ conceptual understanding, mathematical connections, and critical thinking skills. Effect sizes ranged from moderate to high, indicating a meaningful impact. The novelty of this study lies in quantifying the pedagogical value of combining ethnomathematics and technology, which has not been thoroughly addressed in previous meta-analyses. These findings recommend that educators, curriculum developers, and education policymakers adopt culturally contextualized digital learning designs to enhance mathematics learning outcomes in diverse educational settings.
Ethnomathematics in the Digitalization of Museums in Indonesia by Using Virtual Reality Lisnani .; Sri Adi Widodo; Siti Muslikhatul Tsaniyah
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 1 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i1.41236

Abstract

This research explores the integration of ethnomathematics and virtual reality (VR) to digitize Indonesian museums, enhancing educational accessibility and cultural preservation. The study aims to investigate how VR technology can visualize and communicate mathematical knowledge embedded in Indonesian cultural artifacts, particularly within traditional crafts, architecture, and measurement systems. Employing a qualitative approach with a design-based research (DBR) methodology, data were gathered through observation, interviews, and artifact analysis in several Indonesian museums. VR-based ethnomathematics models were developed, tested, and revised iteratively. Findings show that VR facilitates immersive experiences and improves student engagement in learning mathematics through cultural context. This approach contributes to mathematics education by integrating technology and local culture within the framework of ethnomathematics. Integrating ethnomathematics and virtual reality (VR) in museum digitalization has significant implications for mathematics education research. VR-based applications in ethnomathematics offer inclusive opportunities for students in remote or underserved areas to experience museum-based learning. This addresses educational equity and access, especially for regions where physical museum visits are not feasible.
An Innovative Strategy for the Acquisition of Abstract Algebra in Higher Education: The Ethnomathematics Approach Sri Suryanti; Li Long
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 2 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i2.45885

Abstract

Abstract algebra learning in higher education is often perceived by students as abstract and difficult to understand. This results in low learning motivation and a lack of connection between algebraic concepts and the realities of everyday life. One approach that can be used to bridge this gap is ethnomathematics, namely the integration of local cultural values ​​​​in mathematics learning activities. This study aims to analyze the application of the ethnomathematics approach as an innovative strategy in abstract algebra learning and its impact on students' conceptual understanding, motivation, and learning attitudes. The research method used is a literature study by reviewing various previous empirical research results related to the application of ethnomathematics in mathematics education. The study's findings suggest that incorporating local cultural context into abstract algebraic concepts, including groups, rings, and areas, can enhance students' cognitive engagement, improve problem-solving abilities, and cultivate an appreciation for their own culture. This method could also make learning more meaningful and useful for students. So, ethnomathematics can be seen as a useful and new way to teach abstract algebra in college, and it can also help students become more mathematically literate by using local knowledge
Systematic Review of Technology-Based Media in Enhancing Joyful and Meaningful Mathematics Learning through Ethnomathematics Contexts Ratu Mauladaniyati; Heri Purnomo; Hilma Alia
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 2 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i2.45918

Abstract

Mathematics is often perceived as abstract and difficult, reducing students’ motivation and engagement. To address these challenges, learning approaches that are joyful and meaningful are increasingly emphasized. Ethnomathematics provides cultural contexts that make mathematics relevant, while technology-based media enhance interactivity and engagement. Yet, research combining these two approaches remains fragmented. This study conducted a systematic review using the PRISMA 2020 protocol, synthesizing 38 peer-reviewed articles published between 2019 and 2024 from Scopus, Web of Science, ERIC, and Google Scholar. The review identified two main themes. First, the integration of ethnomathematics and technology-based media, including digital modules, gamification, mobile apps, and augmented reality, which embed cultural practices such as weaving, batik, and traditional games into mathematics learning. Second, the impact on joyful and meaningful learning, with consistent findings of improved motivation, engagement, problem-solving, and higher-order thinking, as well as strengthened cultural identity. The findings suggest that technology-enhanced ethnomathematics not only improves cognitive outcomes but also fosters affective and cultural dimensions of learning. This approach provides a promising pathway toward culturally responsive and engaging mathematics education. Future research should explore diverse educational levels, employ longitudinal designs, and examine emerging technologies such as AI and metaverse applications in ethnomathematics-based learning.
Digital Transformation of Ethnomathematics: Preserving Culture Through Technology in Mathematics Education Benidiktus Tanujaya; Lisnani .; Zidni Naufal Fadhil
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 2 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i2.45942

Abstract

The integration of technology in education has revolutionized various disciplines, and mathematics education is no exception. This paper explores the digital transformation of ethnomathematics, a field that connects mathematical concepts with cultural practices, and how this intersection can be enhanced through the use of modern technological tools. By leveraging technology, the study aims to preserve and promote cultural heritage while simultaneously improving mathematical learning outcomes. Through the development of interactive digital tools, such as augmented reality (AR) and virtual reality (VR) applications, the paper demonstrates how indigenous knowledge systems and cultural representations can be seamlessly incorporated into mathematics curricula. The integration of these tools not only makes learning more engaging but also fosters a deeper connection between students and the cultural contexts in which mathematical ideas originate. Furthermore, the study highlights the significance of ethnomathematics in fostering cultural awareness and appreciation among students while encouraging critical thinking and problem-solving skills. The paper concludes by discussing the implications of this digital transformation in ethnomathematics for both educators and students, providing a pathway for the future of culturally relevant mathematics education in the digital age.
Development of a Numeracy Test Instrument for Kuningan Cultural Tourism Based on Quizizz Sumarni .; Debia Nuriza; Imeldrif Tri Lestari; Lilis Fauziah; Niniek Rachmatu Adiyah; Nurnajib Al Fiqri; Rifky Tegar Nugraha; Tiara Dwi Mahardhika
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 2 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i2.46571

Abstract

This study aims to develop a numeracy test instrument based on the context of Kuningan cultural tourism using the Quizizz platform. This valid, reliable, and practical tool is used in the numeracy assessment of the Independent Curriculum (Curriculum Merdeka). This research is developmental research using the Plomp model, which includes preliminary research, design, and evaluation. The trial subjects involved 30 junior high school students in Kuningan Regency. Content validation was conducted by three experts in mathematics education, assessment, and local culture, and analyzed using the Aiken's V coefficient. Empirical testing included analysis of item validity, reliability, discrimination power, and difficulty index using classical test theory. The results showed that the Aiken's V value ranged from 0.83 to 0.94, with an average of 0.89, indicating high content validity. The instrument's reliability value of α = 0.79 is in the high category. Most of the test items had good discrimination power (0.40 ≤ D < 0.70) and a moderate difficulty index (0.30 ≤ p ≤ 0.80). These findings indicate that the developed instrument is suitable for use as a contextual numeracy assessment tool. Integrating Kuningan's cultural context, such as the Linggarjati Museum and Cibulan Pond, with the Quizizz platform has been shown to increase student engagement and provide a meaningful and enjoyable digital assessment. This research contributes to strengthening local culture-based numeracy literacy and supports the implementation of the Pancasila Student Profile through technology-based assessment. Keywords: ,, local culture, Quizizz,
Augmented Reality and Ethnomathematics: Bringing Local Wisdom With 21st-Century Learning Gladys Sunzuma; Lisnani Lisnani; Dini Artika Kusuma Wardhani; Zidni Naufal Fadhil
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 2 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i2.48685

Abstract

The integration of Augmented Reality (AR) into ethnomathematics presents an innovative approach to preserving and promoting local cultural knowledge through modern educational technology. The aim of the study was to explore how AR can be used to enhance the teaching and learning of ethnomathematics by bringing local wisdom into 21st-century learning. Ethnomathematics, which studies the relationship between culture and mathematics, provides a unique opportunity to connect students with their cultural heritage while teaching mathematical concepts. The data for this study were collected using three primary techniques: document analysis, observations, and semi-structured interviews. The study employed a qualitative descriptive analysis, supported by content analysis and thematic coding. The findings of the study indicate that integrating Augmented Reality (AR) with ethnomathematics-based content significantly enhances students’ understanding of mathematical concepts rooted in local cultural practices. The results of the study carry several important implications for curriculum development, pedagogical practice, and future research in ethnomathematics and digital learning.

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