Ethnopedagogy of mathematics in the context of a Merdeka curriculum Available to Purchase

Mechanistic learning of mathematics causes students to experience difficulties in learning mathematics. The Merdeka Curriculum emphasizes the importance of learning that links the content of students’ lives with their daily contexts to develop the Pancasila learner profile. One component of the Pancasila learner profile is global diversity, which emphasizes loving Indonesian culture. This shows the importance of integrating culture (ethno) in learning (pedagogic), including mathematics learning. Local wisdom as part of culture is the focus of ethnopedagogic studies. The actualization of local wisdom values in learning is one of the learning approaches known as ethnopedagogics, a branch of pedagogy that studies the development of education and its development in the context of certain ethnic groups. This shows that ethnopedagogy is an educational practice based on local wisdom about various aspects of life. Ethnopedagogics in mathematics begins with recognizing the culture of a particular ethnic group and exploring mathematical objects in that culture, known as ethnomathematics, and then implementing it in learning using models, strategies, methods or learning approaches by utilizing Learning Technology and Content Knowledge (TPACK) or Ethnopedagogic Mathematics. The learning models used are the Cooperative Learning Model, Problem-Based Learning Model, Project Based Learning Model and Realistic Mathematics learning Learning Model. One teaching approach is the Culturally Responsive Teaching (CRT) approach. The results showed that Realistic Mathematics Learning and a Culturally Responsive Teaching Approach can improve students’ character values and learning outcomes.