Contextual numeracy learning through a culturally responsive–ethnomathematics (CReM) model using Joglo Jompongan architecture
DOI:
https://doi.org/10.29408/jel.v12i2.33130Keywords:
culturally responsive teaching, design thinking, ethnomathematics, Joglo Jompongan, numeracyAbstract
Although research on culturally responsive pedagogy and ethnomathematics continues to grow, empirically grounded models for systematically integrating cultural contexts into numeracy-oriented geometry instruction remain limited. This study aimed to develop and evaluate a contextual numeracy learning model based on Culturally Responsive–Ethnomathematics (CReM) using the architectural features of the Joglo Jompongan. Research and Development (R&D) with design thinking was employed with 22 junior high school equivalent learners at a Community Learning Activity Center (Package B). Data were collected through interviews, classroom observations, and student activity sheets and were analyzed descriptively. The findings indicate notable improvements in students’ understanding of plane and solid geometry, as well as in their ability to connect mathematical concepts with culturally situated contexts. High levels of learning engagement and cultural awareness were also observed. Embedding geometric ideas within familiar architectural elements supported students’ construction of mathematical meaning from lived experiences, offering an adaptable framework for culturally responsive and conceptually grounded numeracy instruction.
References
Ann, C., Robert, T., Iii, Q. B., & Sebastian, R. (2024). Examining the elements of culturally relevant pedagogy captured and missed in a measure of high-quality mathematics instruction. ZDM - Mathematics Education, 56, 953–964. https://doi.org/10.1007/s11858-024-01595-7
Aprinastuti, C., & Kovács, Z. (2025). Translating mathematical representations through cultural contexts : affective responses of indonesian preservice teachers. Journal on Mathematics Education Education, 16(3), 765–782. https://doi.org/10.22342/jme.v16i3.pp765-782
Aribbay, L. B. (2025). Teaching mathematics through traditional weaving patterns : a cultural heritage integration model. International Journal on Culture, History and Religion, 7(3), 75–89. https://doi.org/10.63931/ijchr.v7iSI3.307
Aulia, N. A., Nurluthfiana, F., & Zuliana, E. (2025). Eksplorasi etnomatematika pada rumah adat joglo pencu kudus kudus [Ethnomathematics exploration of the joglo pencu kudus traditional house]. EL-Muhbib: Jurnal Pemikiran dan Penelitian Pendidikan Dasar, 5(1), 1–23.
Cambaya, E. J. D., & Sariana, L. G. (2025). The influence of culturally responsive mathematics instruction and students’ sense of belonging on their attitude towards mathematics. International Journal of Research and Innovation in Social Science (IJRISS), IX(2454), 1550–1568.
Cintyawati, A. N. T., & Suniasih, N. W. (2024). Contextual-based open-ended model improves numeracy skills of grade IV elementary school students. Thinking Skills and Creativity Journal, 7(1), 175–181. https://doi.org/10.23887/tscj.v7i1.78228
Diaz, J., Suarez, C., & Valencia, L. (2019). Culturally responsive teaching: A framework for educating diverse audiences. IFAS Extention University of Florida, 5(5). https://doi.org/10.32473/edis-wc341-2019
Ernawati, T., Rosana, D., & Atun, S. (2024). Exploration of culturally responsive teaching and problem-based learning in the diverse learning of prospective science teachers. International Journal of Religion, 3538(3), 353–365. https://doi.org/10.61707/t1bg2083
Gbormittah, D., Yarkwah, C., Kwasi, J., & Adom, G. (2025). A systematic review and bibliometric report : ethnomathematics and culturally responsive pedagogy in mathematics education. Social Sciences & Humanities Open, 12(September).
Hp, L. S., Madenda, S., & Wibowo, E. P. (2023). Using information system simulations and modeling to reconstruct traditional building structures : the case of joglo buildings in indonesia. Journal of the International Society for the Study of Vernacular Settlements, 10(7), 139–154. https://www.scimagojr.com/journalsearch.php?q=21100828961&tip=sid
Hunter, J., & Miller, J. (2022). The use of cultural contexts for patterning tasks: supporting young diverse students to identify structures and generalise. ZDM - Mathematics Education, 54(6), 1349–1362. https://doi.org/10.1007/s11858-022-01386-y
Ja’faruddin, J., & Naufal, M. A. (2023). Ethnomathematics: two dimensional figure geometry concept in the balla lompoa traditional house in south sulawesi. Mosharafa: Jurnal Pendidikan Matematika, 12(3), 667–674. https://doi.org/10.31980/mosharafa.v12i3.2769
Jacob, Effiong, E., & Dike, J. W. (2023). Ethnomathematics and culturally responsive pedagogy in mathematics learning. Journal of Education in Developing Areas (JEDA), 31(3), 380–389.
Jainuddin, & Herman, T. (2025). Developing spatial ability through ethnomathematics-based project learning: a geometry study on pre-service mathematics teachers. European Journal of Mathematics and Science Education, 6(4), 211–221. https://doi.org/10.12973/ejmse.6.4.211
Khoirotunnisa, A. U., Hasanudin, C., & Hidayat, A. (2025). Penerapan pendekatan culturally responsive teaching untuk meningkatkan keaktifan dalam pembelajaran matematika berbantuan quizizz paper mode [Application of culturally responsive teaching approach to increase activeness in learning mathematics assisted by. International Journal on Culture, History and Religion, 7(2), 799–833. https://doi.org/10.63931/ijchr.v7iSI2.534
Koroglu, M. N., & Yildiz, B. (2022). Design thinking in mathematics education: the minecraft case. Journal of Applied Quantitative Methods, 4(December), 10–23. https://www.researchgate.net/publication/357825757%0ADesign
Kusi, P., & Bonyah, E. (2025). A systematic review and bibliometric report: Ethnomathematics and culturally responsive pedagogy in mathematics educatiom. European Journal of Education Studies, 12(9). https://doi.org/10.46827/ejes.v12i9.6187
Mulenga, E. M. (2025). Revitalizing geometry education : the role of indigenous pedagogies in k alomo district ’ s secondary schools. Journal on Mathematics Education, 16(3), 889–914. https://doi.org/10.22342/jme.v16i3.pp889-914
Munthahana, J., Budiarto, M. T., & Wintarti, A. (2023). The application of ethnomathematics in numeracy literacy perspective: a literature review. Indonesian Journal of Science and Mathematics Education, 6(2), 177–191. https://doi.org/10.24042/ijsme.v6i2.17546
Murti, R. C. (2023). Culturally responsive teaching to support meaningful learning in mathematics primary school: A content analysis in student’s textbook. Jurnal Prima Edukasia, 11(2), 294–302. https://journal.uny.ac.id/index.php/jpe/article/view/63239
Nolan, K. T., & Xenofontos, C. (2023). The role of insights in becoming a culturally responsive mathematics teacher. Education Sciences, 13(10). https://doi.org/10.3390/educsci13101028
Nursyahidah, F., Mariani, S., & Wijayanti, K. (2025). Integrating technology, javanese ethnomathematics , and realistic mathematics education in supporting prospective mathematics teachers ’ numeracy skills : a learning trajectory. Journal on Mathematics Education, 16(2), 671–688. https://doi.org/10.22342/jme.v16i2.pp671-688
Paramita, P. Y., Suharta, I. G. P., & Sudiarta, I. G. P. (2024). E-module containing ethnomathematics to improve mathematical problem-solving ability. International Journal of Social Science, Management and Economics Research, 2(5), 71–76. https://doi.org/10.61421/IJSSMER.2024.2506
Pradana, K. C., Putra, A. R., & Rahmawati, Y. (2022). Ethnomathematics on traditional culture : a bibliometric mapping analysis and systematic review on database scopus. International Journal Corner of Educational Research (IJCER), 1(1), 1–8. https://doi.org/10.54012/ijcer.v1i1.61
Prahmana, R. C. I., & D’Ambrosio, U. (2020). Learning geometry and values from patterns: ethnomathematics on the batik patterns of Yogyakarta, Indonesia. Journal on Mathematics Education, 11(3), 439–456. https://doi.org/10.22342/jme.11.3.12949.439-456
Safitri, A. W. (2023). Eksplorasi etnomatematika budaya lokal indonesia pada rumah adat joglo di Desa Dasri Kabupaten Banyuwangi [Exploration of ethnomathematics of indonesian local culture in joglo traditional houses in Dasri Village, Banyuwangi regency]. SIGMA: Jurnal Pendidikan Matematika, 15, 169–183. https://doi.org/10.26618/sigma.v14i2.11769
Santoso, F. D. W., & Julie, H. (2024). Realistic mathematics learning in joglo traditional house culture to teach the concept of surface area constructing space. Proceedings of the 7th International Conference on Learning Innovation and Quality Education (ICLIQE 2023), Icliqe 2023, 395–407. https://doi.org/10.2991/978-2-38476-301-6_38
Sapkota, H. P. (2023). Learning difficulties of ethnic minority students for construction in geometry. Research Journal, 8(4), 31–41.
Sarah, M., & Batiibwe, K. (2024). The role of ethnomathematics in mathematics education: A literature review. Asian Journal for Mathematics Education, 3(4), 383–405. https://doi.org/10.1177/27527263241300400
Shahbari, J. A., & Daher, W. (2020). Learning congruent triangles through ethnomathematics: The case of students with difficulties in mathematics. Applied Sciences (Switzerland), 10(14). https://doi.org/10.3390/app10144950
Siti Nurkhafifah, Nilam Sari Pailokol, & Priarti Megawanti. (2021). Eksplorasi etnomatematika terhadap konsep geometri pada struktur bangunan rumah joglo semar tinandhu [Ethnomathematics exploration of geometric concepts in the building structure of the semar tinandhu joglo house]. Himpunan: Jurnal Ilmiah Mahasiswa Pendidikan Matematika, 1(58), 92–105. https://jim.unindra.ac.id/index.php/himpunan/issue/view/70
Sorge, S., Doorman, M., Maass, K., Straser, O., Hesse, A., Jonker, V., & Wijers, M. (2023). Supporting mathematics and science teachers in implementing intercultural learning. ZDM – Mathematics Education, 55(5), 981–993. https://doi.org/10.1007/s11858-023-01478-3
Stone, R., Smith, E. P., & Ebner, R. J. (2025). Culturally responsive mathematics and curriculum materials: present realities and imagined futures. Education Sciences, 15(9), 1–28. https://doi.org/10.3390/educsci15091246
Suh, J. M., & Calabrese, S. C. (2025). Culturally responsive mathematics engagement through a family ‑ inspired mathematizing routine. Educational Studies in Mathematics, 0123456789. https://doi.org/10.1007/s10649-025-10411-2
Susanta, A., Sumardi, H., Susanto, E., & Retnawati, H. (2023). Mathematics literacy task on number pattern using bengkulu context for junior high school students. Journal on Mathematics Education, 14(1), 85–102. https://doi.org/10.22342/jme.v14i1.pp85-102
Wachira, P. W. (2020). Culturally responsive teaching:Connecting mathematics to art. Ohio Journal of School Mathematics, 85(0), 7–17. https://doi.org/10.18061/ojsm.4064
Wahyu, N., Sayuti, S. A., & Jailani, J. (2021). Indigenous artifacts from remote areas , used to design a lesson plan for preservice math teachers regarding sustainable education. Heliyon, 7(3), e06417. https://doi.org/10.1016/j.heliyon.2021.e06417
Wibawa, F. S., Hariri, D. D., Mahmudah, H., & Kania, N. (2025). Bridging mathematics and culture : A systematic review of indigenous mathematical concepts in Indonesian traditions. Contemporary Mathematics and Science Education, 6(2). https://doi.org/10.30935/conmaths/17076
Zainovi, P. S., & Mariana, N. (2025). Integrating ethnomathematics in geometry learning to enhance primary students’ numeracy skills: A systematic literature review. Journal of Innovation and Research in Promary Education, 4(3), 1044–1053. https://doi.org/10.56916/jirpe.v4i3.1467
Zuliana, E., Dwiningrum, S. I. A., Wijaya, A., & Purnomo, Y. W. (2023). The geometrical patterns and philosophical value of javanese traditional mosque architecture for mathematics learning in primary school : an ethnomathematic study. Journal of Education Culture and Society, 2(1), 512–532.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Westhy Devananda Putri, Ida Dwijayanti, Nizaruddin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Jurnal Elemen agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Jurnal Elemen is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
