ETNOMATEMATIKA DALAM PENDIDIKAN MATEMATIKA DI AFRIKA DAN LUARAN MATEMATIKA SISWA: TELAAH LITERATUR SISTEMATIS
DOI:
https://doi.org/10.23969/symmetry.v11i1.56119Abstract
This article synthesizes empirical evidence on ethnomathematics-based instruction and students' mathematics outcomes in Africa through a systematic literature review. The review followed the PRISMA 2020 flow. The final corpus consisted of 34 articles that met the inclusion criteria and were analyzed using descriptive mapping and narrative synthesis. Data were extracted based on authors, year, country, research design, participants, mathematical topic, cultural resources, outcomes, and main findings. The results show that the literature is dominated by Nigeria, Ghana, and South Africa, with a clear increase in publications after 2020. The most frequently examined outcomes include achievement, conceptual understanding, retention, interest, attitude, participation, and cultural connection. Overall, ethnomathematics-based instruction is reported to make mathematics more contextual, meaningful, and connected to students' lived experiences. This review highlights the need for stronger teacher preparation, contextual teaching materials, and more detailed methodological reporting in future studies.
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