Cultural Exploration as Realistic Context in Mathematics Learning

An Ethnomathematics Perspective in Indonesian Elementary Education

Abstract

This research aims to explore the potential of culture as a realistic context for mathematics learning through an ethnomathematics approach in Indonesian elementary education. The study addresses the critical need for mathematics education that connects with students' daily lives, making mathematical concepts more meaningful and contextual within a glocal framework. Using qualitative descriptive methods, data were obtained from observations of student presentations in Ethno-RME courses. Students explored various cultural objects, including traditional cuisine, folk games, architecture, and arts, to discover their connections with mathematical concepts such as geometry, fractions, ratios, statistics, number patterns, and arithmetic operations. The analysis reveals that each cultural object possesses mathematical potential that can serve as a realistic learning context. For instance, historical buildings can be connected to scale and geometric transformations, while traditional cuisine relates to fractions, percentages, and measurements. These findings affirm that integrating culture into mathematics learning not only enriches the learning experience but also supports the preservation of local wisdom within global educational frameworks. This research concludes that cultural contexts can serve as powerful sources of inspiration for designing contextual, meaningful, and relevant mathematics learning that bridges local knowledge with universal mathematical principles.