On Thursday, 23 July 2026, the Community Service and Empowerment Program (PPM) entitled "Strengthening the Pedagogical Readiness of Mathematics Education Students through Ethno-Based Learning Training" was held at the Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Yogyakarta (UNY), starting at 12:30 p.m. (WIB). The program was organized as part of UNY's commitment to enhancing the competencies of Mathematics Education students as prospective teachers in responding to the evolving demands of contemporary education, which require strong pedagogical competence, technological proficiency, and the effective integration of culture as a learning resource. The event featured three distinguished speakers—Dr. Hongki Julie, M.Si., Prof. Dr. Rully Charitas Indra Prahmana, S.Si., M.Pd., and Prof. Dr. Marsigit, M.A.—with Dr. Dafid Slamet Setiana, M.Pd. serving as the moderator. The program consisted of an opening session, presentations by the three speakers, an interactive discussion and question-and-answer session, and a closing ceremony.

The first presentation was delivered by Dr. Hongki Julie, M.Si., who discussed the importance of pedagogical readiness for prospective mathematics teachers in addressing the increasing complexity of modern education. He explained that today's mathematics teachers are expected not only to teach mathematical concepts accurately but also to connect those concepts with students' real-life experiences, making learning more meaningful. Teachers are encouraged to eliminate the perception that mathematics is a difficult subject detached from everyday life by implementing contextual, inclusive, and learner-responsive instructional approaches. He also highlighted the significance of Computational Thinking (CT) as a systematic and logical problem-solving framework. Furthermore, the session emphasized the integration of Ethnomathematics, Computational Thinking (CT), and Culturally Responsive Teaching (CRT) as a comprehensive pedagogical foundation for fostering students' critical thinking skills while strengthening their cultural identity.

In addition to introducing theoretical concepts, participants were presented with examples of Ethno-Based Learning materials that utilize various aspects of Indonesian culture as contexts for mathematics learning. These examples included the use of batik motifs to introduce graph coloring and the Four Color Theorem, the Kawung batik pattern as a medium for teaching transformational geometry through reflection, translation, and rotation, and the Sedekah Bumi tradition as a context for exploring number patterns and mathematical modeling. These examples demonstrated that cultural elements can be effectively integrated with Computational Thinking and appropriate pedagogical approaches to create mathematics learning experiences that are engaging, contextual, and capable of developing students' higher-order thinking skills.

The second session was presented by Prof. Dr. Rully Charitas Indra Prahmana, S.Si., M.Pd., who introduced the concept of Ethno Sense as a new approach to understanding how individuals construct mathematical meaning through culture. He explained that this meaning-making process involves three interconnected components: Contextual Indexing, Schema Activation and Selection, and Valued-Informed Interpretation. These components interact dynamically, enabling learners to recognize cultural phenomena, relate them to their prior experiences, and interpret mathematical meanings based on prevailing cultural values. He further explained the relationship between Ethno Sense and Realistic Mathematics Education (RME), emphasizing that mathematics instruction should begin with authentic problems closely related to students' daily lives before progressing toward formal mathematical concepts. In this perspective, local culture serves not merely as an illustrative example but as a primary source for constructing meaningful mathematical understanding.

The final presentation was delivered by Prof. Dr. Marsigit, M.A., who discussed the development of Ethnomathematics as an important paradigm in mathematics education. He explained that ethnomathematics should be understood from ontological, epistemological, and axiological perspectives, positioning culture not only as an instructional medium but also as a legitimate source of mathematical knowledge. Community activities, cultural artifacts, and local traditions can all be examined to identify mathematical concepts that may subsequently be developed into formal mathematics instruction. He also emphasized the importance of conducting ethnomathematics research with a strong educational orientation so that research findings can make meaningful contributions to improving the quality of mathematics education. By utilizing cultural artifacts as learning contexts, teachers can facilitate students' processes of interpretation, abstraction, and conceptual understanding in more meaningful and contextual ways.

Throughout the program, participants actively engaged in every session. Their enthusiasm was reflected in the lively discussions and numerous questions concerning the implementation of Ethno-Based Learning in schools, the application of Ethno Sense in mathematics education, and the development of instructional materials that incorporate local cultural contexts. The discussions extended beyond theoretical perspectives to address practical challenges that prospective teachers may encounter when implementing culture-based mathematics instruction in classrooms. The active interaction between the speakers and participants created a communicative learning environment that enabled participants to deepen their understanding of the concepts presented.

Through this program, Mathematics Education students are expected to gain broader insights into the importance of pedagogical readiness in responding to the challenges of contemporary education. The integration of Ethnomathematics, Ethno Sense, Realistic Mathematics Education (RME), Computational Thinking (CT), and Culturally Responsive Teaching (CRT) is expected to equip prospective teachers with the knowledge and skills needed to design mathematics learning that is innovative, contextual, inclusive, and deeply rooted in Indonesian culture. Ultimately, these approaches are expected to enhance the quality of mathematics education while fostering students' appreciation of Indonesia's rich cultural heritage.