Meta-analysis: Ethnomathematics approaches in mathematical learning in Indonesia

Abstract

An introduction to ethnomathematics defines it as mathematics practiced among identified cultural groups. Ethnomathematics has a positive impact on the learning process, both as a moderate approach and as an approach to enhance numeracy literacy skills, for example. Previous researchers have conducted several studies on the ethnomathematics approach to mathematics education. However, the analysis presented has been highly varied. This study aims to determine the correlation between the ethnomathematics approach to mathematics education and students' mathematical abilities. This research utilizes a meta-analysis method, which combines multiple experimental studies that gather the effectiveness of ethnomathematics-based learning and regular learning in improving students' mathematical abilities. Relevant studies were searched through electronic resources from the National Library of Indonesia (Perpusnas) database using predetermined keywords. A total of 52 studies were obtained from the search, and eleven studies were selected based on inclusion and exclusion criteria. Meta-Mar was used to determine the combined effect size by analyzing the selected studies. This research indicates that the combined effect size of implementing ethnomathematics-based learning to enhance mathematical problem-solving abilities is 0.94, classified as a moderate effect. Therefore, it can be concluded that the ethnomathematics approach to mathematics education is related to students' mathematical abilities. Statistically, the implementation of the Ethnomathematics Approach in Mathematics Education is also influenced by study characteristics at the educational level.