Development of Ethno-Algebra-Based Deep Learning to Enhance Conceptual Understanding Among Elementary School Students
Keywords:
Deep Learning, Geogebra, Ethnomathematics, Conceptual Understanding, GeogebraAbstract
This study aims to synthesize and develop a conceptual framework for Deep Learning-based Ethnogebra to enhance elementary students’ conceptual understanding in mathematics. Ethnogebra integrates Deep Learning (DL), GeoGebra (dynamic mathematics software), and ethnomathematics into a unified instructional approach. A systematic literature review design was employed to analyze 30 peer-reviewed articles published between 2015 and 2025 focusing on deep learning, technology integration, cultural context in mathematics, and conceptual understanding. The findings indicate that DL strengthens reflective and connected thinking, GeoGebra supports dynamic visualization of abstract concepts, and ethnomathematics enhances contextual relevance and learning meaning. The integration of these components forms a reflective, visual, and contextual learning model that potentially improves students’ conceptual understanding more comprehensively than partial approaches. This framework contributes theoretically to technology- and culture-integrated mathematics instruction and provides practical guidance for developing innovative learning models in elementary education.
References
U. S. Karawang, J. Hs, and R. Waluyo, “Studi Literatur: Penggunaan Media Pembelajaran Geogebra Terhadap Kemampuan Pemahaman Konsep Matematis Siswa,” vol. 10, no. 2, pp. 89–100, 2024.
Y. Zengin, H. Furkan, and T. Kutluca, “Social and the effect of dynamic mathematics software geogebra on student achievement in teaching of trigonometry,” vol. 00, no. 2011, pp. 183–187, 2012, doi: 10.1016/j.sbspro.2011.12.038.
I. Ayu, M. Ariska, and G. N. Agustika, “Pemanfaatan Video Pembelajaran Berbasis Etnomatematika dalam Meningkatkan Pemahaman Konsep Bangun Datar pada Siswa Kelas IV Sekolah Dasar,” vol. 27, no. 2, pp. 279–291, 2022.
Rahmatia Eka Putri. “Pemanfaatan Aplikasi Geogebra Bermuatan Etnomatika Sebagai Upaya Untuk Meningkatkan Pemahaman Konsep Matematis Siswa Pada Materi Trasnformasi Geometri”.2024.
A. T. Ms, “Literatur sistematik : pengintegrasian etnomatematika berbasis augmented reality pada pemahaman konsep bangun ruang,” vol. 7, pp. 1614–1629, 2025.
J. Teknologi et al., “Peran Etnomatematika Dalam Mengatasi Kesulitan Pemahaman Konsep Bangun Datar Di Sekolah Dasar Jurnal Teknologi Pendidikan Dan Pembelajaran (JTPP ),” vol. 02, no. 02, pp. 765–769, 2024.
I. M. Surat, “Peranan Model Pembelajaran Berbasis Etnomatematika sebagai Inovasi Pembelajaran dalam Meningkatkan Literasi Matematika,” vol. VII, no. 2, pp. 143–154, 2018, doi: 10.5281/zenodo.2548083.
B. Markus, H. Daniel, and Z. Lavicza, “Discussion Paper Linking Geometry, Algebra, and Mathematics Teachers: GeoGebra Software and the Establishment of the International GeoGebra Institute,” vol. 16, no. 2, 2008.
F. Safira, A. T. Prabawati, A. D. Safiri, and J. W. Kusuma, “Etnomatematika : Nilai filosofis dan konsep Matematika pada motif batik Banten,” vol. 1, pp. 162–168, 2021.
T. S. Firdaussa, N. Nurasih, Z. Purwaningsih, and K. Nisa, “Etnomatematika batik khas Banten, nilai filosofis dan materi Transformasi Geometri bagi siswa SMA,” vol. 1, pp. 169–176, 2021.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Fitria Handayani, Jaka Wijaya Kusuma, Hamidah, Mutoharoh
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
