Infinity INTEGRATING SUNDANESE ETHNOMATHEMATICS INTO MATHEMATICS CURRICULUM AND TEACHING: A SYSTEMATIC REVIEW FROM 2013 TO 2020

ABSTRACT


INTRODUCTION
Research on ethnomathematics has developed rapidly since Ubiratan D'Ambrosio delivered his opening speech in 1984 at the Fifth International Congress on Mathematics Education in Adelaide, Australia, on the relationship between mathematics, culture and society (Rosa & Orey, 2016).D'Ambrosio (1985) has provided a foundation for the study of ethnomatematics and its relationship to history and pedagogy.Meanwhile Borba (1990) places ethnomathematics as an epistemological approach to mathematics and presents the basis for studying the relationship between ethnomathematics and education.Since 1984, six international conferences on ethnomathematics (ICEM) have been held every four years, attended by representatives of more than 20 countries (Rosa & Orey, 2016) and most recently held in Colombia in 2018.This shows that the study of ethnomatematics has so far developed into an interesting field for research.
Ethnomathematics was defined as an anthropological study of mathematical thinking and practice about the relationship between mathematics and culture (D'Ambrosio, 1985;Eglash, 2000) and mathematical modeling, which can help students translate various mathematical ideas and practices found from a cultural element (Rosa & Orey, 2016).Ethnomathematics is a human creation that directs attention to the cultural roots and social history of mathematics, expressed in the language code of certain sociocultural groups (Cimen, 2014).Ethnomathematics is practiced by cultural groups, including not only indigenous peoples, but also groups of workers, professional classes, and children from specific age groups (D'Ambrosio, 1985).Therefore, ethnomathematics is closely related to the mathematical way of thinking of a society that is related to its culture, and can be integrated in the school curriculum.
Ethnomathematics is a field of research that includes the process of transmitting, disseminating, and institutionalizing mathematical knowledge (ideas, processes, and practices) that originates from the diversity of cultural contexts in history (Rosa & Orey, 2016).The International Study Group on Ethnomathematics (ISGE) identifies four areas of general interest in ethnomathematics: (a) field research to collect data on mathematics in culture; (b) mathematical work in cross-cultural situations; (c) the application of ethnomathematics in the classroom; and (d) theoretical, sociological, and ethnomathematics policy studies (Rosa & Shirley, 2016).Meanwhile, There are six essential dimensions of ethnomathematics: cognitive, conceptual, educational, epistemological, historical, and political, that can be used to analyze the socio-cultural roots of mathematics (Rosa & Orey, 2016).Both the areas of general interest and the essential dimensions of ethnomathematics provide consideration in choosing a research focus on ethnomathematics even though they present different areas of study which are substantially the same.
The ethnomathematics theoretical framework was regarding how to create a more culturally responsive mathematics classroom (Brandt & Chernoff, 2015;Maksimova, 1967).Teachers must design mathematics teaching based on a diversity of practices that are placed historically, culturally, socially, and politically like other human activities (Gay, 2000;Nam et al., 2018).A pedagogical approach based on ethnomathematical studies can develop mathematics teaching based on student perspectives (Ricardo & Mafra, 2020) or mathematics teaching that considers the daily mathematics practices of culturally diverse students (François, 2010) to make meaningful relationships and deepen their understanding of mathematics (D'Ambrosio, 2001).This framework can be an ethnomatematic based learning approach in schools.
There are five ethnomathematics curriculum models that integrate aspects of student culture into a holistic learning environment: mathematical epistemology, its content, classroom culture, and mathematics teaching approaches (Rowlands & Carson, 2002), namely: (a) presenting ethnomathematics as a context which is meaningful for the development of thinking skills; (b) presenting ethnomathematics as a specific cultural content distinct from universal mathematical concepts; (c) as a stage in the development of mathematical thinking that the child goes through; (d) creating a classroom containing a Infinity cultural context in the form of values, beliefs and learning theory; and (e) presenting mathematical concepts and practices derived from the culture of students.
Teaching mathematics relevant to culture and personal experiences help students know more about reality, culture, society, environmental problems, and themselves (Orey & Rosa, 2006) Ethnomathematics provides enrichment and new topics that students have never seen before that can be found in cultural practices worldwide (Rosa & Shirley, 2016).The arguments for using ethnomathematical examples in the classroom are (a) to show students that their own culture contributes to mathematical thinking and (b) to show students different cultures from around the world to build respect for others and contribute to global education (Rosa & Shirley, 2016).This perspective emphasizes students to have respect for a variety of cultural backgrounds in addition to developing mathematical thinking with cultural contexts.Although ethnomatematics has developed since 1984 to cover various areas and dimensions of research, research on ethnomatematics in Indonesia began in 2011 based on tracing results in the Indonesian journal portal, namely http://garuda.ristekbrin.go.id and the Indonesian repository portal http://rama.ristekbrin.go.id.Several scientific articles published in international journals and proceedings were published after that year.
The study of culture-based education in the Indonesian context is fascinating to conduct.It is because based on the 2010 Indonesian Central Statistics Agency census results (Na'im & Syaputra, 2010), there are 1340 ethnic groups in Indonesia, which are grouped into 31 clusters of ethnic groups .The Javanese dominate and rank first, which is around 40,22% of the total population, followed by the Sundanese of around 15,5%, and the third and fourth ranks are the Batak (3,58%) and Sulawesi ethnic groups (3,22%).Moreover, based on the mapping and verification results, there are 652 local languages in Indonesia.This number does not include dialects and sub-dialects This data illustrates the challenges of studying ethnomathematics in Indonesia, which has a high diversity of cultures and ethnicities.
The diversity of Indonesian cultures inspires research activities on ethnomathematics in every ethnicity and culture in Indonesia.As the second largest ethnic group in Indonesia, research on Sundanese culture from the perspective of ethnomathematics is very interesting to do, as well as research on other diverse ethnic cultures in Indonesia, especially Javanese ethnomathematics as the largest ethnic group.It should be known that many ethnomathematics studies have been carried out involving other ethnic groups and cultures in Indonesia, which gives color to Indonesia's ethnomathematics diversity.Mathematics has existed since the time of the Sundanese people's ancestors and is still part of daily life, especially in rural communities.The challenge is how teachers in schools can integrate ethnomathematics into mathematics teaching that is more dynamic and exciting, fun, and easier to learn (Abdullah, 2017).
Sundanese ethnomathematics based teaching as a curriculum unit can be developed based on five ethnomathematics curriculum models (Rowlands & Carson, 2002).The development of learning units that are based on an ethnomathematics curriculum can refer to an ethnomathematics based teaching approach framework (Adam, 2004) (see Figure 1).

Figure 1.
The framework for the ethnomathematics curriculum unit (Adam, 2004) This model (see Figure 1) can be developed as a learning phase that enables students (Adam, 2004): (a) to become aware of the mathematical activities that exist in their culture; (b) to understand and experience these cultural activities from a mathematical perspective; (c) to relate their mathematical knowledge to other experiences or cultures that use mathematical thinking; (d) to study the use of mathematical systems, notations, and techniques in response to human needs; and (e) to understand conventional mathematics better so as to contribute to understanding the principles of culture-based mathematics.Ethnomathematics curriculum models and ethnomathematics based teaching approach framework are used as frameworks for analyzing the model of integration of ethnomathematics into the school curriculum and ethonomathematics-based learning syntax contained in articles and scientific papers on Sundanese ethnomathematics.
This study is expected to provide a reference as a preliminary study describing the framework and projection of Sundanese ethnomathematics studies which are specifically related to how to integrate Sundanese ethnomathematics into the curriculum and teaching mathematics and what mathematics learning goals can be developed with sundanese ethnomathematics based teaching.To explore more deeply about how ethnomathematics has been carried out in various studies, especially those related to how Sundanese ethnomathematics is integrated into the mathematics curriculum and teaching in schools, the following are the questions raised in this research which uses a systematic review method.The third research question related to the objectives of learning mathematics completes the framework for integrating ethnomathematics into the school curriculum that refers to the standards developed by Joyner and Reys (2000) and National Reasearch Council (Kilpatrick, 2001), a) What are the models for integrating Sundanese ethnomathematics into the school mathematics curriculum?b) What are the approaches to teaching mathematics based on Sundanese ethnomathematics?c) What are the objectives of learning mathematics with a Sundanese ethnomathematics approach?

METHOD
Researchers used a Systematic Review with the PRISMA Protocol (Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol).The role of the PRISMA Protocol is a procedure for examining and selecting all appropriate empirical

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evidence used to answer the identified research questions.The empirical evidence referred to in this case is scientific research results in the form of journal articles, seminar proceedings and research reports.This method minimizes bias and provides guidelines and a structure for reporting.The PRISMA Protocol consists of 27 checklist items and a four-phase flow chart.The PRISMA Protocol is an evidence-based approach to accurately and reliably report findings from articles for Systematic Review (Moher et al., 2009).
The focus of scoring articles for this systematic review was based on items from the checklist, including title, author, year, research question, cultural setting, method, sample/subject, and findings.Items were selected primarily those of relevance to the research questions and supported additional analysis.The target documents that were traced were journal articles (local, international) and Scopus-indexed proceedings, undergraduate theses, master theses, dissertations.The search was mainly focused on journal portals and repository portals in Indonesia (http://garuda.ristekbrin.go.id and http://rama.ristekbrin.go.id).Subsequently, document searches were carried out on Google Scholar and the Publish and Perish app to find articles that did not appear on both search portals.Several international journal articles and Scopus-indexed proceedings were obtained.The keywords used to search for articles on the Garuda Protal A portal are ethnomathematics, "etnomatematika", "ethnomatematics", and mathematics with culture, local and traditional.Meanwhile, searches in international journals and proceedings used the keywords ethnomathematics and Indonesia.The following is a detailed description of the stages of selecting study sources, namely: (a) identifying journal articles and student research results in the form of undergraduate theses, master theses, dissertations; (b) multiple document screening assisted by Mendeley; (c) removing incomplete documents or obtaining disclaimer notes; (d) selecting documents relevant to Sundanese ethnomathematics studies; (e) checking the quality of documents relevant to the research question; (f) recapping the relevant documents for the next analysis needs.
Descriptive statistics were used to present the data extracted and tabulated.The findings related to the research questions were then presented in the narrative summary.The following is the sample selection process flowchart as a source of the article review in accordance with the PRISMA Protocol for Systematic Review (see Figure 2).

Figure 2. PRISMA protocol flowchart
To demonstrate the document selection process in detail, the following is the number of sources generated through the selection process at each stage of PRISMA.Source documents obtained before the final selection stage described the scope of the Sundanese ethnomathematics study obtained from these source documents.Then, specifically, the presentation and discussion of data were focused on research questions.Full-text assessed for eligibility and further analysis (n=110) Record identified duplicates and disclaimer (n=8)

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Table 1 show that the identification stage, 477 articles and scientific papers were collected during the initial search stage using the keywords used.These collected documents still contain duplicate documents and ethnomatematic studies throughout Indonesia.Ethnomathematic identification of Sundanese is not enough to be obtained from the title of the article but must be learned from the abstract and the entire document content.After the screening (screening stage) of multiple and incomplete documents, a total of 469 documents remained.Then carried out an examination of the documents to choose which ones contained the Sundanese ethnomathematic study, which then obtained 110 eligible documents (eligibility stage).Then, these 110 documents are presented in a table based on items: title, author, year, research question, cultural setting, method, sample / subject, and findings to be used in the next analysis stage.After that the documents were separated between studies on the relationship of mathematics and culture (54 documents) and studies on the integration of ethnomatematics into the curriculum and teaching (56 documents).These 56 documents are documents analyzed to answer research questions.

RESULTS AND DISCUSSION
The Sundanese ethnomathematics study referred to here is ethnomathematics based on the Sundanese cultural background, which encompasses the areas of West Java and Banten, because Sundanese language and culture is taught in both regions.The Sundanese culture area, which is based on the Sundanese kingdom, includes the Jakarta area (Sunda Kelapa) and the western part of Central Java.Sundanese is still used in Central Java, bordering West Java, although some West Java residents use Javanese.Moreover, in areas like Cirebon, there is a combination of Javanese and Sundanese cultures, forming unique cultural characteristics.In this study, Sundanese ethnomathematics covers West Java and Banten's regional background, both with the general Sundanese cultural background and the traditional territory.

The scope of the Sundanese Ethnomathematics Study
There were 72 journal articles and proceedings and 43 student research reports that were used to describe the scope of Sundanese ethnomathematics studies.The data used in this section are data that have not gone through the selection process at the eligibility stage.At this stage, it still contained source documents related to Sundanese ethnomathematics studies but not related to Sundanese ethnomathematics as a teaching approach.
Referring to the International Study Group on Ethnomathematics, which describes four areas of general interest in ethnomathematics (Rosa & Shirley, 2016), in general, two areas of interest are contained in existing document sources, namely: (1) field research, where data on mathematics in culture collected and (2) application of ethnomathematics in the classroom.The following is a breakdown of each area of interest in ethnomathematics based on the type of document.Based on the source document data in Table 2, it is clear that the number of ethnomathematics studies related to the relationship between mathematics and culture and the application of ethnomathematics in curriculum and teaching is quite balanced even though there are large differences in details.Of the total source documents, only two authors do not have affiliation with universities in West Java and Banten, which have a Sundanese cultural background.
The earliest Sundanese ethnomathematics study was conducted in 2013 in the form of a student thesis research.Then more studies were conducted in the form of research for student theses and dissertations and journal articles and proceedings.The cultural background or area coverage of West Java and Banten is relatively evenly distributed.However, there are several backgrounds for Sundanese indigenous people, such as the Baduy community in Banten, Kampung Naga (Naga village) in Tasikmalaya, Kampung Kuta (Kuta village) in Ciamis, Cirebon culture, and the indigenous Ciptagelar community in Sukabumi.These indigenous peoples' backgrounds are interesting to study to reveal Sundanese ethnomathematics heritage preserved because it is indigenous culture.This section will first present studies of Sundanese ethnomathematics, which links Mathematics and Culture.
What is the scope of mathematics and culture studies?Ethnographic methods carry out almost all research on the relationship between mathematics and culture.Ethnomathematics research using ethnographic methods is mostly based on the Framework for Ethnomathematical Research (Alangui, 2010).
The following are some of the research findings summarized from source documents that are considered presenting studies of the relationship between mathematics and culture, which, according to the authors, provide representative reports and can represent other documents' substances (see Table 3).

Authors
Research focuses Arisetyawan (2015) This research conducted on the Baduy community was focused on exploring various mathematical thinking processes, which are classified into the seven elements of the ethnographic framework as universal anthropological elements of culture including social elements, language elements, scientific systems, technology systems, religious systems, livelihood systems, and art systems.

Ridwan (2018)
Research reveals mathematical ideas of geometry and social arithmetic in the Baduy weaving culture.

Rivaldi (2018)
This research on Salapan village community, Karawang revealed the origin of the name Salapan (translated into "sembilan" in Indonesian language or number "nine" in

Authors
Research focuses English language) village and elements of social life influenced by the philosophy of number nine.Hermanto et al. (2019) This research conducted on Naga village community, Tasikmalaya, revealed that the activities of the Naga village community as an indigenous community has mathematical nuances include counting activity, measuring activity, build design activity, and provisions in the making/renovating residential houses Septianawati et al. (2017) This research on Naga village community was conducted to reveal measurement units, including units of length, units of area, and units of volume.Findings can be grouped into the framework of the seven universal elements that form culture, namely, social elements, language elements, scientific systems, technology systems, religious systems, livelihood systems, and art systems (Arisetyawan, 2015).Sundanese ethnomathematics research that focuses on these seven elements can be carried out in an indigenous community that maintains local cultural wisdom from generation to generation and is considered an indigenous community such as the Baduy community in Banten (Arisetyawan, 2015).Similar research with Arisetyawan (2015) can also be carried out, including in Naga village in Tasikmalaya, Kuta village in Ciamis, and Ciptagelar village in Sukabumi which still running indigenous Sundanese culture.Sundanese ethnomathematics research results that reveal the relationship between culture and mathematics can be used as teaching and learning resources in schools or education in general to preserve Sundanese culture.The next discussion will be directed to how ethnomathematics is applied in curriculum and teaching in schools.

Sundanese Ethnomathematisc Integration Model in the School Curriculum
Mathematics has become a part and practice in every culture.Mathematics needs to be integrated into the curriculum in schools.According to the current curriculum model, educators who think critically and creatively can integrate ethnomathematics (Brandt & Chernoff, 2015).The ethnomathematics approach to the mathematics curriculum aims to make school mathematics more relevant and meaningful for students and to disseminate their knowledge, skills, and attitudes and maintain their cultural identity (Balamurugan, 2015).The authors use five different ethnomathematics curriculum models (Adam, 2004) to explore the integration model of Sundanese ethnomathematics into the school's mathematics curriculum.Based on the results of categorization of 56 documents, it was found that a document tends towards a model even though it has links to other categories.

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Model 2 : ethnomathematics as a specific cultural content distinct from universal mathematical concepts Model 3 : ethnomathematics as a stage in the development of mathematical thinking that the child goes through Model 4 : creating a classroom containing a cultural context in the form of values, beliefs and learning theory Model 5 : presenting mathematical concepts and practices derived from the culture of students Table 4 presents data on the results of document categorization that identifies the curriculum integration model being developed.The distribution of categories shows the dominance of model 5 (37.5%) and model 1 (37.5%),followed by model 4 (25%).Based on the analysis results, all documents tended to describe curriculum development at the level of teaching development in the classroom.. None of them specifically discussed the integration model of Sundanese ethnomathematics at the school curriculum level, because almost everything is related to integration at the curriculum implementation level at the classroom level.Studies related to the Sundanese ethnomathematics integration model at the level of the curriculum framework have not provided comprehensive research results.Based on the categorization in Table 4, the development of Sundanese ethnomathematics-based mathematics teaching was mostly done exploring the culture of students with a Sundanese cultural background and elements of Sundanese culture in general or in cultural communities, which were then used as teaching materials and resources.Several teaching development models can be referenced from several documents whose studies are sufficient and are considered can represent studies in other documents (see Table 5).

Authors
Research focuses (Supriadi, 2014(Supriadi, , 2020) ) This development of teaching in an ethnomathematics-based curriculum was carried out through a sequence of studies on (a) cultural problems in society, (b) cultural values of the Sundanese people, and then presenting them in the form of (c) contextual problems.(Supriadi, 2019;Supriadi & Arisetyawan, 2020) Teaching design referred to a contextual approach.The ethnomathematics curriculum integration model developed in this study was relevant to model 1 and model 5, presenting ethnomathematics as a meaningful context relevant to the student's cultural background.Although this research was conducted on the students of Elementary Teacher Education, starting from this research, much more research was developed at the elementary school level.(Arisetyawan, 2019;Febriyanti et al., 2018;Supriadi & Arisetyawan, 2019;Supriadi et al., 2016) This development of teaching in an ethnomathematics-based curriculum was carried out by developing and using Mathematics teaching materials, traditional games, and traditional Sundanese cultural crafts to build a classroom atmosphere with cultural nuances which is in line with Model 4 (Supriadi, Susilawati, et al., 2019) This development of teaching in an ethnomathematics-based curriculum was carried out to facilitate students' mathematical thinking activities, such as Model 3, which can be developed along with the application of other ethnomathematics curriculum integration models

Sundanese Ethnomathematisc-Based Mathematics Teaching Approach
Several possible approaches that can be considered part of the development of ethnomathematics teaching in schools are problem-posing and problem-solving, openended, and realistic mathematics education approach (Peni & Baba, 2019).In the 56 documents analyzed, there are various approaches, models, or methods used to integrate Sundanese ethnomathematics in mathematics teaching in schools.Most of the research (40 of the 56 documents) used the Experimental Method or Developmental Research Methods, namely, Didactical Design Research (DDR), Define, Design, Develop and Disseminate (4D), and Analysis, Design, Develop, Implement and Evaluate (ADDIE).
In general, there are two classifications for the use of approaches, models, and methods for ethnomathematics-based teaching: (a) the use of specifically defined approaches, models, and methods to facilitate the integration of Sundanese ethnomathematics in mathematics teaching in schools; and (b) the use of non-specifically defined Sundanese ethnomathematics approaches, models, and methods or Sundanese ethnomathematics-based mathematics teaching.The following is a categorization of the approaches, models, and teaching methods used based on the analysis of 56 documents (see Table 6).The results of the categorization showed that there was a tendency to use model 2 (66.07%) than model 1 (33.93%)(see Table 6).In model 1, it was shown that there were several teaching approaches, models, or methods that were predominantly used to carry out Sundanese ethnomathematics-based teaching which is presented in Table 7.
Table 7. Teaching approach, models and method used in sundanese ethnomathematics-based teaching
As for model 2, the use and development of ethnomathematics-based teaching did not explicitly show the use of approaches, models, and other methods such as in model 1.In model 2, ethnomathematics teaching design was developed in the form of developing and using teaching material, teaching media, tradisional game, ethnomathematics as teaching approach as presented in Figure 3.

Figure 3. The form of ethnomathematics teaching design
The following is a description of Sundanese ethnomathematics teaching based on the types of teaching components found from document analysis.

Ethnomathematics teaching materials
Ethnomathematics teaching materials are teaching materials that are systematically organized using sources derived from local culture and wisdom, which can be in the form of printed materials, audio, video, and multimedia (Arisetyawan, 2019).For example, teaching materials based on the Cirebon people's local culture were a set of mathematics teaching materials packaged using the Cirebon community's local cultural content (Mahpudin & Yuliati, 2019).Students were introduced to several objects with cultural and mathematical elements in teaching materials, such as unique local Sundanese shapes and objects related to mathematical elements (Imswatama & Lukman, 2018).The development of teaching materials follows the general stages so that in developing Sundanese ethnomathematics- Ethnomathematics as a Teaching Approach based teaching materials, the teacher must explore and select Sundanese cultural elements that will be used as a context relevant to the mathematical content being studied by students.However, the teaching materials must contain at least three elements, namely: (a) problems related to the Sundanese culture which are related to mathematics; (b) cultural values contained in Sundanese culture; and (c) the design of contextual problems that can be solved by mathematics (Supriadi, Chudari, et al., 2019).

Media for ethnomathematics teaching
The use of Media for teaching mathematics is adjusted to teaching needs that are relevant to teaching design and teaching materials such as using traditional Sundanese cultural tools in the classroom even though in the form of artificial models, such as household tools, agricultural tools, clothing materials such as batik, crafts, and art.There are only a few documents that showed the use of Media as a focus in research, but the use of Media as a teaching component was a part of Sundanese ethnomathematics teaching.Some documents were considered emphasizing the use of media, one document related to the use of sticks for learning to count (Citra, 2017), the rest of them showed the use of computer-based technology to help visualize the context of ethnomathematics-based teaching materials (Ferdianto & Setiyani, 2018;Sudirman et al., 2020).

Traditional games
Apart from teaching materials, the use and development of traditional games for ethnomathematics-based teaching were more dominant than the media, mainly due to the need for an attractive and fun teaching approach in schools.Several traditional games had been adopted, such as Engklek (similar to hopscotch) (Rahmawati et al., 2017), Endogendogan (Supriadi & Arisetyawan, 2019), marbles games (Pratiwi & Pujiastuti, 2020), and Gasing (similar to wooden spinning top) (Febriyanti et al., 2018).Teaching was designed by including play activities as the main element of learning activities or subsidiary learning activities to build a pleasant atmosphere for students so that they can feel the richness of their culture.

Ethnomathematics teaching design
In model 1, the development of ethnomathematics teaching design refers to specific approaches, models, and methods used, such as following the principles and designs of teaching RME, PBL, and CTL.While in model 2, the teaching design is designed to adjust to the general design of teaching development and is relevant to teaching materials, media, and types of traditional games used.The following is a model of the stages of ethnomathematics teaching that is quite clearly presented (Supriadi, Chudari, et al., 2019), relevant to the ethnomathematics curriculum unit framework in Figure 1 (Adam, 2004).From all the documents analyzed, the rest of them had not developed an original model.On the contrary, they applied a teaching approach, model, and method or developing teaching based on the current national curriculum guidelines by integrating teaching materials, media, and traditional games.It is challenging to conduct research and development of Sundanese ethnomathematics teaching designs that are compatible with the Indonesian national curriculum model and become one of the curriculum innovations that can be applied in schools.
Based on the analysis of 56 documents, it was indicated that the implementation of Sundanese ethnomathematics based teaching was mostly carried out at the elementary (32 documents) and junior high school (14 documents) levels and rarely at the senior high school level (2 documents) and early childhood level (1 document).Some teaching activities were Infinity conducted on mathematics students and students of the Department of Primary School Teacher Education and Mathematics Education (7 documents).

Mathematics Learning Objectives with Sundanese Ethnomathematics Approach
D'Ambrosio introduces the Trivium Mathematics Curriculum as a concept that combines literacy, matheracy, and technocracy to place mathematics in a sociocultural context that is relevant to students (Rosa & Orey, 2015).Trivium Mathematics Curriculum recommends a pedagogical activity related to problem-solving, modeling, critical assessment, and understanding mathematical ideas, procedures, and practices from students' sociocultural environment (Rosa & Orey, 2015).In addition to those activities, which can be used as ethnomathematics learning objectives, the objectives of learning mathematics for all levels of education also include mastery of content standards including numbers, geometry, and measurement as well as data processing and process standards including mathematical understanding, mathematical problem solving, mathematical connections, and mathematical representation mathematical communication skills (Joyner & Reys, 2000).In another version, it is stated that mathematics learning objectives are called mathematical proficiency, which includes conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition (Kilpatrick, 2001).Learning objectives can also refer to a taxonomy of learning outcomes such as Bloom's taxonomy, or various abilities that are relevant to mathematics learning objectives.
The following shows some of the competencies and mathematics learning outcomes that are the onjectives of learning mathematics.The data presented may not be by the number of articles because a study may contain more than one competency variable and mathematics learning outcome.Therefore, the data is presented cumulatively and not based on document categories.8 shows that 25 mathematical competencies are the objectives of ethnomathematics-based teaching, which were found om 56 documents; among the five competencies were the affective domains (mathematical disposition, independent learning, respect for cultural values, motivation, and resilience).The general learning outcomes in question were that the documents did not mention a specific competency but mentioned the mathematics learning outcomes based on general competencies.
Three salient competencies that appear in the sources as competencies developed through ethnomathematics learning are creative thinking (10), problem-solving (9), and mathematical understanding (9).It shows that ethnomathematics-based mathematics-teaching has relevance to mathematics learning objectives, especially to develop students' thinking skills.

CONCLUSION
The studies of Sundanese ethnomathematics and its integration into mathematics teaching in schools in Indonesia, based on the search results, only started in 2011, while ethnomathematics studies as a field of study began in 1984.This study shows that Sundanese ethnomathematics studies are still developing by adopting various thinking frameworks developed in other countries or other communities.Ethnomathematics studies in Indonesia continue to develop and show the uniqueness that other countries do not have because Indonesia is a country with various cultures, ethnicities, and languages, which have the potential for various ethnomathematics studies.Ethnomathematics studies and their application in teaching in schools are expected to help students appreciate, preserve, and develop their cultural wealth.The study of ethnomathematics can be broadly divided into two, namely, the study of mathematics and culture and integrating ethnomathematics into the curriculum and teaching in schools.Through the study of mathematics we can explore cultural wealth relevant to mathematics as a cultural heritage reflected in the seven cultural elements including social elements, language elements, scientific systems, technology systems, religious systems, livelihood systems, and art systems.Meanwhile, curriculum and teaching development that integrates ethnomathematics can be used as an alternative in order to create more contextual mathematics teaching-learning that is close to student culture so that it can build the ability of various mathematical thinking and mathematical literacy and foster appreciation for the wealthy local wisdom of Sundanese culture and diverse Indonesian cultures.
This systematic literature review research has presented the development of research on Sundanese ethnomathematics both on the relationship of mathematics and culture as well as the integration of Sundanese ethnomathematics in the curriculum in learning.This research will serve as a reference for future research on this topic.The studies that have been carried out have not shown a complete model of the integration of Sundanese ethnomathematics into the school curriculum.Even so, alternative approaches and learning models can continue to be developed.Although RME, PBL and CTL can be a strong foundation for teaching Sundanese ethnomathematics, it is necessary to develop an approach and model that is more relevant to the character of students and the curriculum model that applies in Indonesia.

Table 2 .
Ethnomathematics areas of interest Umbara et al. (2019)This research conducted on the traditional community of Cigugur, Kuningan revealed the Palintangan device, which is part of the agricultural system knowledge in the Sundanese cultural structure.Farmers use Palintangan to calculate and determine the right days for plantings, such as Kolenjer (Baduy), Tunuk (Kampung Naga), and Tunduk (Ciwidey Bandung).

Table 4 .
Categorization of documents based on five models of ethnomatematic curriculum integration Description :Model 1 : ethnomathematics as a context which is meaningful for the development of thinking skills

Table 6 .
Categorization of documents based on the sundanese ethnomathematics-based mathematics teaching approaches

Table 8 .
Categorization of documents based on mathematics learning objectives