A meta-analytic review of the impact of ethnomathematics-based instruction on students’ conceptual understanding in mathematics
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Resumo
Ethnomathematics-based learning has been implemented in various regions as an approach to mathematics education. This meta-analysis investigates the overall effectiveness of ethnomathematics-based instruction in enhancing students' conceptual understanding of mathematics, while also examining the extent to which study characteristics influence its impact. The literature search was carried out for studies published between 2018 and 2023 using the Google Scholar database, facilitated by Harzing’s Publish or Perish software. As a result of the screening process, eight studies that fulfilled the predefined inclusion criteria were selected for data extraction. Data analysis was performed using the OpenMEE software, employing a random-effects model for effect size estimation. The findings indicated a substantial overall effect size of 1.330, suggesting that ethnomathematics-based learning exerts a significant positive influence on students' conceptual understanding of mathematics. Analysis of study characteristics revealed that studies conducted at the elementary school level, employing cluster random sampling and involving fewer than 30 participants, demonstrated greater effectiveness of ethnomathematics-based learning. These findings may serve as considerations for mathematics education practitioners in implementing ethnomathematics-based learning in the future. In particular, the results highlight the urgency for teachers and curriculum developers to integrate local cultural contexts into mathematics instruction as a strategy to foster deeper conceptual understanding, increase student engagement, and support equitable learning outcomes.
Dados da obra
- Tipo
- Artigo
- Periódico
- Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika, v. 7, n. 2, p. 260-274
- Editora
- LP2M Universitas Ibrahimy
- Ano
- 2025 (2025-12-15)
- Idioma
- en
- Palavras-chave
- conceptual understanding; ethnomathematics; matematics; meta-analysis; mathematics education; local cultural context; primary school mathematics; student engagement
- Temas
- Currículo, Etnomatemática, Inclusão, Tecnologias Digitais
- DOI
- 10.35316/alifmatika.2025.v7i2.260-274
- ISSN
- 2715-6109, 2715-6095
- Licença
- https://creativecommons.org/licenses/by-sa/4.0
- Acesso
- Acesso aberto
- Fontes
- Crossref; DOAJ — Directory of Open Access Journals; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
PRASETYAWAN, Enggar; MASITOH, Lisda Fitriana. A meta-analytic review of the impact of ethnomathematics-based instruction on students’ conceptual understanding in mathematics. Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika, v. 7, n. 2, p. 260-274, 2025. DOI: https://doi.org/10.35316/alifmatika.2025.v7i2.260-274.
APA
Prasetyawan, E., & Masitoh, L. F. (2025). A meta-analytic review of the impact of ethnomathematics-based instruction on students’ conceptual understanding in mathematics. Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika, 7(2), 260-274. https://doi.org/10.35316/alifmatika.2025.v7i2.260-274
BibTeX
@article{prasetyawan2025,
author = {Prasetyawan, Enggar and Masitoh, Lisda Fitriana},
title = {A meta-analytic review of the impact of ethnomathematics-based instruction on students’ conceptual understanding in mathematics},
year = {2025},
journal = {Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika},
volume = {7},
number = {2},
pages = {260-274},
publisher = {LP2M Universitas Ibrahimy},
doi = {10.35316/alifmatika.2025.v7i2.260-274},
language = {en}
}RIS
TY - JOUR AU - Prasetyawan, Enggar AU - Masitoh, Lisda Fitriana TI - A meta-analytic review of the impact of ethnomathematics-based instruction on students’ conceptual understanding in mathematics PY - 2025 JO - Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika VL - 7 IS - 2 SP - 260 EP - 274 DO - 10.35316/alifmatika.2025.v7i2.260-274 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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