The Effectiveness of Ethnomathematics-Based Learning on Students’ Mathematical Reasoning Ability in Indonesia: A Meta-Analysis Study

This study aims to determine the effectiveness of ethnomathematics-based learning on students’ mathematical reasoning abilities through a meta-analysis. A total of 16 primary studies were obtained from the Google Scholar, Garuda, ERIC, Semantic Scholar, EBSCOHost, ProQuest, Tandfonline, and DOAJ based on the inclusion criteria. Effect sizes were combined according to the Random Effects Model (REM) and data analysis using the CMA. The results show that ethnomathematics-based learning has a “strong” effect on students’ mathematical reasoning abilities (1.161, CI 95%[0.898,1.424], p <0.01). In the moderator category analysis, no variables were found that moderate the effectiveness of ethnomathematics-based learning on students’ mathematical reasoning abilities.