<p>In the last decade, the integration of technology into ethnomathematics has significantly increased, particularly within the mathematics education sector. However, the systematic reviews that have been conducted did not focus on the type of technology and multimedia components and combinations technology that were integrated into ethnomathematics in Indonesia. This study aims to fill that gap by providing a systematic analysis of research trends from 2016 to 2025. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, the review identified 70 relevant articles that were carried out in Indonesia from ERIC, Scopus, Web of Science and Google Scholar. The articles were analyzed to identify the types of technologies integrated into ethnomathematics, the multimedia components and the component combinations. The findings showed that mobile learning applications, augmented reality, digital comics, e-books, and animation-based tools were mainly utilized. Text and images were among the multimedia components that were frequently integrated, whilst animation, video, audio and 3D were not frequently used. Sixteen combinations of multimedia components were identified, with the majority using two or four components. The findings show that there is a need for future research and development efforts focusing on expanding the use of multimedia components such as animation, 3D modelling, and interactive simulations in ethnomathematics-based teaching and learning activities. These multimedia tools enhance teachers’ Technological Pedagogical Content Knowledge through the provision of sophisticated tools to represent cultural activities. Additionally their use aligns with the cognitive theory of multimedia learning which emphasise the use of dual–channel processing that bridge the gap between cultural activities and abstract mathematics concepts.</p>