The Role of Ethnomathematics and the Contextual Teaching and Learning Approach in Managing Students’ Cognitive Load
Keywords:
Ethnomathematics, Contextual Teaching and Learning (CTL), Cognitive Load Theory (CLT), Cognitive Load, Mathematics LearningAbstract
Conventional mathematics instruction often neglects students’ local cultural contexts, which can increase extraneous cognitive load and hinder conceptual understanding. This study explores the integration of ethnomathematics within the Contextual Teaching and Learning (CTL) approach as a strategy to optimize students’ cognitive load based on Cognitive Load Theory (CLT). Using a systematic literature review approach, this study analyzes 47 articles published between 2015 and 2024 in journals indexed by Scopus and Sinta, following the PRISMA protocol. The findings indicate that ethnomathematics-based CTL instruction is effective in reducing extraneous load and enhancing germane load by activating cognitive schemas that are aligned with students’ cultural experiences. The key strategies identified include: (1) the construction of learning contexts based on local cultural artifacts, which reduce intrinsic load through conceptual familiarity; (2) graduated scaffolding using ethnomathematical practices to minimize extraneous load; and (3) modeling grounded in local wisdom to optimize germane load. The novelty of this study lies in its systematic integrative framework that connects principles of ethnomathematics, CTL components, and cognitive load management, which has not been comprehensively documented in prior literature. These findings offer practical implications for the design of culturally responsive and cognitively efficient mathematics instruction, particularly within the culturally diverse context of Indonesian education. Further research is recommended to empirically validate the proposed framework through experimental studies and to develop context-specific instruments for measuring cognitive load.
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