Meta-analysis Study of the effectiveness of the ethnomathematical approach on Students’ Achievement
Keywords:students’ achievement, ethnomatematics, effect size, meta-analysis
The ethnomathematics approach is considered effective on students' mathematics learning achievement. Integrating culture and mathematics can provide meaningful mathematics learning so that it makes it easier for students to understand mathematical concepts. However, previous research investigating the effectiveness of applying an ethnomathematics approach to mathematics learning achievement showed ambiguous results. Therefore, this study will test the effectiveness of the ethnomathematics approach to student achievement compared to conventional learning with a meta-analysis approach. This study analyzed 14 effect sizes from 11 primary studies published in national and international journals that met the inclusion criteria. Data collection uses the online database Google Scholar, Education Resources Information Center (ERIC), Directory of Open Access (DOAJ), Springer publishing, AIP Proceedings, IOP Sciences, and Elsevier. The results of the analysis using the random-effect approach obtained a combined effect size of (d=1.35; p<0.05). This value is included in the very large effect category. Therefore, it can be concluded that the use of the ethnomathematics approach has a significant effect on students' mathematics achievement when compared to conventional learning. The findings of this meta-analysis show the consistency of the publication of research results regarding the effectiveness of using the ethnomathematics approach to student achievement. This research can also be used as a basis for decision making by educators in improving the quality of learning mathematics in the classroom.
Abiam, P. O., Abonyi, O. S., Ugama, J. O., & Okafor, G. (2016). Effects of ethnomathematics-based instructional approach on primary school pupils’ achievement in geometry. Journal of Scientific Research and Reports, 9(2), 1-15.
Achor, E. E., Imoko, B., & Uloko, E. (2009). Effect of ethnomathematics teaching approach on senior secondary students’ achievement and retention in locus. Educational research and review, 4(8), 385-390.
Ambrosio, U. D. (2018). What is ethnomathematics , and how can it help children in schools ? What is ethnomathematics , and how can it help children in schools? Teaching Children Mathematics, 7(6), 1–5. https://doi.org/10.5951/TCM.7.6.0308
Amit, M., & Abu Qouder, F. (2017). Weaving culture and mathematics in the classroom: The case of Bedouin ethnomathematics. In Ethnomathematics and its diverse approaches for mathematics education (pp. 23-50). Springer, Cham.
Andriyani, Kuntarto. 2017. “Etnomatematika: Model Baru Dalam Pembelajaran”. Jurnal Gantang, 2(2), 133-144.
Anthony, N. O. Effects of Ethnomathematics Instructional Approach on Students’ Achievement and Interest in Mathematics. African Journal of Science, Technology & Mathematics Education, 6(1), 95-102
Apriatni, S., Syamsuri, S., Nindiasari, H., & Sukirwan, S. (2022). The Influence Of Ethnomathematics Based Learning On Mathematics Problem-Solving Ability: A Meta-Analysis. Jurnal Pendidikan Matematika, 5(1), 23-33.
Astutiningtyas, E. L., Wulandari, A. A., & Farahsanti, I. (2017). Etnomatematika Dan Pemecahan Masalah Kombinatorik. Jurnal Math Educator Nusantara (JMEN), 03(76).
Bahri, S. P., Zaenuri, Z., & Sukestiyarno, Y. I. (2018). K Problem Solving Ability on Independent Learning and Problem Based Learning with Based Modules Ethnomatematics Nuance. Unnes Journal of Mathematics Education Research, 7(1), 218-224.
Borenstein, M., Hedges, L. V, & Rothstein, H. R. (2009). Introductionto Meta-Analysis (Issue January). John Wiley & Sons.Hunter, J. E., & Schmidt, F. L. (2004). Methods of meta-analysis: Correcting error and bias in research findings.Sage
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge Taylor & Francis Group.
Correa, C. A., Perry, M., Sims, L. M., Miller, K. F., & Fang, G. (2008). Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2006.11.004
D’Ambrosio, U. (2001). What is ethnomathematics, and how can it help children in schools? Teaching Children Mathematics.
D’Ambrosio, U., & Rosa, M. (2017). Ethnomathematics and Its Pedagogical Action in Mathematics Education. https://doi.org/10.1007/978-3- 319-59220-6_12
D'Ambrosio, U., & D'Ambrosio, B. S. (2013). The role of ethnomathematics in curricular leadership in mathematics education. Journal of Mathematics Education at Teachers College, 4(1).
Hartinah, S., Suherman, S., Syazali, M., Efendi, H., Junaidi, R., Jermsittiparsert, K., & Rofiqul, U. M. A. M. (2019). Probing-prompting based on ethnomathematics learning model: The effect on mathematical communication skill. Journal for the Education of Gifted Young Scientists, 7(4), 799-814.
Herawaty, D., Widada, W., Nugroho, K. U. Z., & Anggoro, A. F. D. (2019). The improvement of the understanding of mathematical concepts through the implementation of realistic mathematics learning and ethnomathematics. In International Conference on Educational Sciences and Teacher Profession (ICETeP 2018) (pp. 21-25). Atlantis Press.
Imswatama, A., & Lukman, H. S. (2018). The effectiveness of mathematics teaching material based on ethnomathematics. International Journal of Trends in Mathematics Education Research, 1(1), 35-38.
James, A. T., & Tertsea, J. (2021). The Effect of Ethno-mathematics on Junior Secondary School Students’ Achievement and Retention in Geometry in Benue State, Nigeria: A Corona Virus Pandemic Case Study. International Journal of Research and Innovation in Applied Science (IJRIAS), 6(4), 95-100.
Juandi, D., Kusumah, Y. S., Tamur, M., & Perbowo, K. S. (2021). A meta-analysis of Geogebra software decade of assisted mathematics learning: what to learn and where to go?. Heliyon, 7, 1-8.
Jurdak, M. (2016). Real-world problem solving from the perspective of ethnomathematics. In Learning and teaching real world problem solving in school mathematics (pp. 121-134). Springer, Cham.
Maulana, G., Zaenuri, Z., & Junaedi, I. (2020). Pattern of problem solving skill reviewed based on student cognitive style after experienced problem based learning model with ethnomathematics nuances. Journal of Primary Education, 9(2), 209-219.
Nur, A. S., Waluya, S. B., Rochmad, R., & Wardono, W. (2020). Contextual Learning with Ethnomathematics in Enhancing the Problem Solving Based on Thinking Levels. Journal of Research and Advances in Mathematics Education, 5(3), 331-344.
Omere, P. O., & Ogedengbe, S. (2022). Effect of Ethnomathematics Teaching Method on Mathematics Achievement in Geometry Among Secondary School students in Edo State. Rivers State University Journal of Education, 25(1), 99-105.
Owens, K., & Muke, C. (2020). Revising the history of number: how Ethnomathematics transforms perspectives on indigenous cultures. Revemop, 2.
Owens, K., Edmonds-Wathen, C., & Bino, V. (2015). Bringing ethnomathematics to elementary school teachers in Papua New Guinea: A design-based research project. Revista Latinoamericana de Etnomatemática: Perspectivas Socioculturales de la Educación Matemática, 8(2), 32-52.
Putra, E. C. S., & Mahmudah, F. N. (2021). The Implementation of Ethnomathematics Based-Learning for Students. SJME (Supremum Journal of Mathematics Education), 5(2).
Retnawati, H., Apino, E., Djidu, H., & Kartianom. (2018). Pengantar Analisis Meta. Yogyakarta: Paroma Publishing
Revina, S., & Leung, F. K. S. (2019). How the Same Flowers Grow in Different Soils? The Implementation of Realistic Mathematics Education in Utrecht and Jakarta Classrooms. International Journal of Science and Mathematics Education, 17(3), 565–589. https://doi.org/10.1007/s10763-018-9883-1
Rosa, M., & Orey, D. (2011). Ethnomathematics: the cultural aspects of mathematics. Revista Latinoamericana de Etnomatemática: Perspectivas Socioculturales de La Educación Matemática, 4(2), 32-54.
Sunzuma, G., Zezekwa, N., Gwizangwe, I., & Zinyeka, G. (2021). A Comparison of the Effectiveness of Ethnomathematics and Traditional Lecture Approaches in Teaching Consumer Arithmetic: Learners’ Achievement and Teachers’ Views. Pedagogical Research, 6(4).
Umar, I. O., & Muawiya, H. U. (2019). Effect Of Ethno-Mathematics Teaching Approach On Performance And Retention In Trigometry Among Secondary School Students In Zaria Local Government Area Kaduna State, Nigeria. Abacus (Mathematics Education Series), 44(1), 104-112.
Unodiaku, S. S. (2013). Effect of ethno-mathematics teaching materials on students’ achievement in mathematics in Enugu State. Journal of Education and Practice, 4(23), 70-77.
Verner, I., Massarwe, K., & Bshouty, D. (2019). Development of Competencies for Teaching Geometry through an Ethnomathematical Approach. The Journal of Mathematical Behavior, 56. https://doi.org/10.1016/j.jmathb.2019.05.002.
Widada, W., Herawaty, D., Nugroho, K. U. Z., & Anggoro, A. F. D. (2019). The ability to Understanding of the Concept of Derivative Functions for Inter-Level Students During Ethnomathematics Learning. In Journal of Physics: Conference Series (Vol. 1179, No. 1, p. 012056). IOP Publishing.
How to Cite
Copyright (c) 2023 Pegem Journal of Education and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.