Effectiveness of Ethnomathematics-Based Learning on Students' Mathematical Literacy: A Meta-Analysis Study

Abstract

This study aims to determine the effectiveness of ethnomathematics-based learning on students' mathematical literacy through a meta-analysis study. Primary studies were collected from Google Scholar and ERIC databases based on the inclusion criteria. The results of the literature review obtained 16 studies, either from theses, proceedings, or journal articles. Furthermore, the effect sizes were combined according to the Random Effects Model (REM) and data analysis using CMA v3 and R Studio (Meta Package). The calculation results obtained an overall effect size (1,163; 𝐶𝐼 95% [0,719; 1,607]; 𝑝 < 0,001) which indicates that ethnomathematics-based learning has a “strong” effect on students' mathematical literacy when compared to conventional learning. As a result of the moderator category analysis, it was found that the effect sizes differed significantly according to students' regional demographics (𝑄=33,867; 𝑝=0,000), independent variables (𝑄=24,412; 𝑝=0,002), and subject matter (𝑄=67,754; 𝑝=0,000). However, it does not show significant differences when based on the duration of the meeting (𝑄=1,97, 𝑝=0,1601), education level (𝑄=3,743; 𝑝=0,291), sample size (𝑄=3,62, 𝑝=0,0569), and the type of publication (𝑄=4,381; 𝑝=0,112). Thus, it can be said that ethnomathematics-based learning can be an effective learning model for increasing students' understanding of mathematical literacy, especially in the Kalimantan Island region, recommended to be integrated with the Ethnomathematics Pop Up Book and Visual Thinking learning model, and Probability & Sets and 2D & 3D Geometry materials are recommended to be taught through this learning model.