Etnomatematika, Pendidikan Matematika Realistik, dan Pemodelan Matematis pada Pendidikan Menengah: Systematic Literature Review
DOI:
https://doi.org/10.53299/jagomipa.v6i4.5740Keywords:
etnomatematika, pendidikan matematika realistik, pemodelan matematis, pendidikan menengah, tinjauan literatur sistematisAbstract
Pembelajaran matematika menengah memerlukan jembatan antara pengalaman kontekstual dan pemahaman formal. Kajian ini bertujuan memetakan karakteristik penelitian, kontribusi pedagogis, hubungan antarkonstruk, serta kesenjangan integrasi etnomatematika, pendidikan matematika realistik, dan pemodelan matematis. Tinjauan literatur sistematis dilaporkan dengan mengacu pada PRISMA 2020. Sumber penelusuran yang dilaporkan meliputi Scopus, Google Scholar, dan ERIC, sedangkan Crossref digunakan untuk verifikasi metadata. Dari 421 rekaman awal, 20 artikel terbitan 2020–2026 disintesis secara deskriptif dan tematik. Korpus mencakup sepuluh studi yang melibatkan siswa menengah dan sepuluh sumber pendukung dengan populasi atau fungsi bukti berbeda. Empat tema yang teridentifikasi ialah konteks budaya, perkembangan representasi, kompetensi pemodelan, serta integrasi konteks dan desain pembelajaran. Etnomatematika menyediakan sumber situasi budaya; pendidikan matematika realistik menjelaskan perkembangan representasi informal menuju konsep formal; pemodelan matematis menghubungkan struktur matematika dengan interpretasi dan validasi situasi. Sintesis menghasilkan kerangka iteratif yang menghubungkan konteks budaya, representasi informal, perkembangan model dan konsep formal, serta interpretasi dan validasi kembali ke konteks. Dukungan empiris terhadap komponen kerangka dibedakan dari proposisi integrasi lintas studi. Kerangka tersebut bersifat interpretatif dan belum diuji sebagai satu desain pembelajaran. Karena penilaian mutu metodologis baku belum dilaporkan, temuan tidak digunakan untuk menyimpulkan efektivitas integrasi. Penelitian selanjutnya perlu menguji lintasan belajar pada siswa menengah melalui analisis proses, representasi, penalaran, dan validasi model.
References
Aksoy, B. D., Mumcu, F. K., & Günhan, B. C. (2026). Unveiling the nexus: Computational thinking and mathematical modelling in K-12 education- a teacher-centric exploration. Thinking Skills and Creativity, 60, 102049. https://doi.org/10.1016/j.tsc.2025.102049
Annajmi, A., Kuswandi, D., Setyosari, P., & Praherdhiono, H. (2026). Integrating multiple representations and local cultural contexts into problem-based learning within a flipped classroom: A new framework for mathematics education. Social Sciences & Humanities Open, 13, 102797. https://doi.org/10.1016/j.ssaho.2026.102797
Ariati, C., Juandi, D., Hasanah, A., & Suparman. (2023). The Effect of Realistic Mathematics Education in Enhancing Indonesian Students ’ Mathematical Reasoning Ability : JTAM (Jurnal Teori Dan Aplikasi Matematika), 7(2), 324–338. https://doi.org/10.31764/jtam.v7i2.12493
Bassi, C., & Brunetto, D. (2025). Shared drawings in a mathematical modelling activity: An exploratory study. The Journal of Mathematical Behavior, 78, 101234. https://doi.org/10.1016/j.jmathb.2024.101234
Bos, R., Doorman, M., & Piroi, M. (2020). Emergent models in a reinvention activity for learning the slope of a curve. The Journal of Mathematical Behavior, 59, 100773. https://doi.org/10.1016/j.jmathb.2020.100773
Cevikbas, M., Kaiser, G., & Schukajlow, S. (2022). A systematic literature review of the current discussion on mathematical modelling competencies: State-of-the-art developments in conceptualizing, measuring, and fostering. Educational Studies in Mathematics, 109(2), 205–236. https://doi.org/10.1007/s10649-021-10104-6
Filiz, T., & Öztel, N. Ç. (2026). Strategy instruction integrated with realistic mathematics education: A design-based research on teaching word problem solving to students with learning disabilities. Thinking Skills and Creativity, 61, 102203. https://doi.org/10.1016/j.tsc.2026.102203
Fılız, T., & Öztel, N. Ç. (2026). Strategy instruction integrated with realistic mathematics education: A design-based research on teaching word problem solving to students with learning disabilities. Thinking Skills and Creativity, 61, 102203. https://doi.org/10.1016/j.tsc.2026.102203
Gbormittah, D., Yarkwah, C., Osiakwan, J. K., & Adom, G. (2025). Culturally responsive pedagogy model integration in mathematics education: Perceptions and practices among Ghanaian teachers. Social Sciences & Humanities Open, 12, 102036. https://doi.org/10.1016/j.ssaho.2025.102036
Greefrath, G., Siller, H.-S., Vorhölter, K., & Kaiser, G. (2022). Mathematical modelling and discrete mathematics: Opportunities for modern mathematics teaching. ZDM – Mathematics Education, 54, 865–879. https://doi.org/10.1007/s11858-022-01339-5
Jessen, B., Bos, R., Doorman, M., & Winsløw, C. (2022). Lesson study in mathematics with TDS and RME as theoretical support: two cases from the European TIME project. International Journal for Lesson and Learning Studies, 12(1), 52–64. https://doi.org/10.1108/IJLLS-01-2022-0009
Jessen, B., Bos, R., Doorman, M., & Winsløw, C. (2023). Lesson study in mathematics with TDS and RME as theoretical support: Two cases from the European TIME project. International Journal for Lesson and Learning Studies, 12(1), 52–64. https://doi.org/10.1108/IJLLS-01-2022-0009
Kossahdasabitah, A., & Zulkarnaen, R. (2025). Metacognition and Achievement Emotions in Mathematical Modelling Competency: A Confirmatory Factor Analysis of Their Interplay. Mosharafa: Jurnal Pendidikan Matematika, 14(1), 209–222. https://doi.org/10.31980/mosharafa.v14i1.2066
Kurniati, C. N., & Mariani, S. (2020). Qualitative Analysis on Mathematical Literacy Ability and Student Responsibility with Realistic Mathematics Education Learning Models of Ethnomathematics Nuance. Unnes Journal of Mathematics Education, 9(3). https://doi.org/10.15294/ujme.v9i3.44539
Lu, X., & Kaiser, G. (2022). Can mathematical modelling work as a creativity-demanding activity? An empirical study in China. ZDM – Mathematics Education, 54, 67–81. https://doi.org/10.1007/s11858-021-01316-4
Maass, K., Zehetmeier, S., Weihberger, A., & Flößer, K. (2023). Analysing mathematical modelling tasks in light of citizenship education using the COVID-19 pandemic as a case study. ZDM – Mathematics Education, 55, 133–145. https://doi.org/10.1007/s11858-022-01440-9
Magnate, F. R. (2025). An ethnomodel of squid trap “Bubo” in Gigantes Island, Western Visayas, Philippines. The Journal of Mathematical Behavior, 79, 101254. https://doi.org/10.1016/j.jmathb.2025.101254
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Payadnya, I. P. A. A., Wulandari, I. G. A. P. A., Puspadewi, K. R., & Saelee, S. (2024). The significance of ethnomathematics learning: a cross-cultural perspectives between Indonesian and Thailand educators. Journal for Multicultural Education, 18(4), 508–522. https://doi.org/10.1108/JME-05-2024-0049
Putri, A. D., Juandi, D., & Turmudi. (2024). Realistic mathematics education and mathematical literacy : a meta-analysis conducted on studies in Indonesia. Journal of Education and Learning (EduLearn), 18(4), 1468–1476. https://doi.org/10.11591/edulearn.v18i4.21650
Rethlefsen, M. L., Kirtley, S., Waffenschmidt, S., Ayala, A. P., Moher, D., Page, M. J., Koffel, J. B., & Group, P. (2021). PRISMA-S : an extension to the PRISMA Statement for Reporting Literature Searches in Systematic Reviews. 1–19.
Rethlefsen, M. L., Kirtley, S., Waffenschmidt, S., Ayala, A. P., Moher, D., Page, M. J., Koffel, J. B., & PRISMA-S Group. (2021). PRISMA-S: An extension to the PRISMA statement for reporting literature searches in systematic reviews. Systematic Reviews, 10, 39. https://doi.org/10.1186/s13643-020-01542-z
Serbin, K. S., Bae, Y., & Espinosa, S. (2024). Secondary teachers’ guided reinvention of the definitions of reducible and irreducible elements. The Journal of Mathematical Behavior, 76, 101188. https://doi.org/10.1016/j.jmathb.2024.101188
Siller, H.-S., Elschenbroich, H.-J., Greefrath, G., & Vorhölter, K. (2023). Mathematical modelling of exponential growth as a rich learning environment for mathematics classrooms. ZDM – Mathematics Education, 55(1), 17–33. https://doi.org/10.1007/s11858-022-01433-8
Suherman, S., & Vidákovich, T. (2025). Ethnomathematical test for mathematical creative thinking. Journal of Creativity, 35(2), 100099. https://doi.org/10.1016/j.yjoc.2025.100099
Suwanto, F. R., Wijaya, A., Aprisal, Fauzi, A., & Tobondo, Y. V. (2023). Realistic Mathematics Textbook Toward the Students’ Mathematical Generalization Skills. Mosharafa: Jurnal Pendidikan Matematika, 12(2). https://doi.org/10.31980/mosharafa.v12i2.784
Wirth, & Greefrath. (2024). Working with an instructional video on mathematical modeling: Upper-secondary students’ perceived advantages and challenges. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-024-01546-2
Zhu, W., Yang, Y., & Yang, Y. (2026). Preferred scaffolding does not lead to better learning performance: Empirical evidence from AI-supported mathematical modelling. Computers and Education: Artificial Intelligence, 11, 100669. https://doi.org/10.1016/j.caeai.2026.100669
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 JagoMIPA: Jurnal Pendidikan Matematika dan IPA
This work is licensed under a Creative Commons Attribution 4.0 International License.
