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<p>This meta-analysis examined the effect of ethnomathematics-based learning on students’ mathematical problem-solving skills. A total of 86 studies published between 2000 and 2024 were synthesized using a random-effects model. The overall effect size was “moderate-to-large” (<InlineEquation ID="IEq1"> <EquationSource Format="TEX">\(0.952, CI 95\% \left[ {0.816, 1.087} \right], p &lt; 0.01\)</EquationSource> </InlineEquation>), though Trim and Fill adjustment suggested a smaller but still significant effect (<InlineEquation ID="IEq2"> <EquationSource Format="TEX">\(0.608, CI 95\% \left[ {0.447, 0.770} \right], p &lt; 0.01\)</EquationSource> </InlineEquation>). Moderator analyses showed that the experimental design and independent variables significantly influenced outcomes, while education level, publication type, subject, region, duration, or sample size did not. These findings indicate that well-designed ethnomathematics-based approaches can meaningfully enhance students’ problem-solving skills and should be considered in mathematics education practice.</p>

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The effect of ethnomathematics-based learning on students’ mathematical problem-solving skills in Indonesia: a meta-analysis study

  • 期刊论文

  • 发表日期：

    2025年11月10日

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  • Ryan Angga Pratama,
  • Rika Afriani

摘要

This meta-analysis examined the effect of ethnomathematics-based learning on students’ mathematical problem-solving skills. A total of 86 studies published between 2000 and 2024 were synthesized using a random-effects model. The overall effect size was “moderate-to-large” ( \(0.952, CI 95\% \left[ {0.816, 1.087} \right], p < 0.01\) ), though Trim and Fill adjustment suggested a smaller but still significant effect ( \(0.608, CI 95\% \left[ {0.447, 0.770} \right], p < 0.01\) ). Moderator analyses showed that the experimental design and independent variables significantly influenced outcomes, while education level, publication type, subject, region, duration, or sample size did not. These findings indicate that well-designed ethnomathematics-based approaches can meaningfully enhance students’ problem-solving skills and should be considered in mathematics education practice.