Yunita Wildaniati, Cholis Sa’dijah, Subanji, Intan Sari Rufiana, Rivan Gestiardi
Critical and creative thinking are essential 21st-century skills enabling learners to navigate complex realities. Although several studies have examined the integration of ethnomathematics and Project-Based Learning (PBL), a systematic synthesis explicitly linking these approaches to the development of critical and creative thinking remains rare. To fill this gap, a systematic review and deductive–inductive thematic analysis were performed on 17 peer-reviewed articles published between 2000 and 2025, sourced from Scopus, Taylor & Francis, and Garuda. The analysis revealed three main themes: (1) theoretical convergence between ethnomathematics and constructivism-based PBL frameworks, (2) pedagogical strategies that promote higher-order thinking through cultural contextualization, and (3) implementation challenges across educational settings. The reviewed articles highlight that local cultural practices serve not only as learning resources but also as cognitive and affective tools that strengthen students’ identity and engagement. Methodological limitations persist, including the predominance of quasi-experimental designs, narrow material scope (e.g. focusing only on geometry), and the scarcity of longitudinal and cross-disciplinary studies. This review underscores the importance of integrating local cultural knowledge into mathematics education so that learners become not only problem solvers but also cultural inheritors. Practical implications are provided for researchers and teachers aiming to design mathematics education that is contextual, culturally responsive, and conducive to developing higher-order thinking skills. © 2026 Taylor & Francis Group, LLC.
Department of Doctoral Basic Education, Postgraduate School, State University of Malang, Malang, Indonesia; Department of Mathematics, Universitas Negeri Malang, Malang, Indonesia
