IMPLEMENTASION OF ETHNOMATHEMATICS CONTEXT TEACHING MATERIALS IN SCHOOLS: A SYSTEMATIC LITERATURE REVIEW

Rani Sugiarni, Dadang Juandi, Tatang Herman, Didi Suryadi, Sufyani Prabawanto

Abstract


The ethnomathematical idea of Ubiratan D'Ambrosio, which was initiated in 1977. Indonesia is a country that has great potential for the development of ethnomathematical studies. The idea of an ethnomathematical context in the school curriculum, in particular, the trend of teaching materials in reputable journals comprehensively, has not been found. The purpose of this article is to conduct a comprehensive review of the characteristics of teaching materials in the context of ethnomathematics over a five-year period, from 2018 to 2022. The method used is the Systematics Literature Review, with a systematic search for studies using the PRISMA protocol in reputable international journals indexed by Scopus, Science Direct, Web of Science, and Eric. Selected 16 articles that became the main discussion of the research. The results showed various kinds of research that used teaching materials in ethnomathematical contexts at school. The results also show that most of the teaching materials found in the ethnomathematical context are worksheets and modules. Video, Multimedia Flash, and Augmented Reality. Research on ethnomathematical context teaching materials has received good attention, especially in improving problem-solving, metacognition, understanding, and creative thinking, while for numeracy skills, no one has designed teaching materials. This systematic review recommends compiling lesson materials that will be compiled in the context of ethnomathematics in the future to improve mathematics learning competence in schools.

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References


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