Fitriana E. Chandra, Didi Suryadi, Dadang Juandi, Sheryl M. Putri, Sendy Rahman, Sani Sahara
This systematic literature review investigates the implementation of the STEAM approach integrated with cultural elements in mathematical learning. The study analyzes data from research articles to determine: 1) the countries where studies were conducted; 2) the most prevalent educational levels targeted; 3) the predominant research designs employed; 4) the impact on students' mathematical achievement; 5) the types of cultural elements most frequently incorporated; and 6) a comparison of studies conducted in Indonesia and other countries. Following the PRISMA guidelines for the period 2019-2024, a systematic search across Scopus and Google Scholar databases yielded 7 relevant articles meeting the inclusion criteria, with 5 studies conducted in Indonesia and 2 in other countries (Austria and Spain). The review synthesizes findings from these articles, revealing that culturally-integrated STEAM interventions were primarily implemented at the elementary and secondary levels, employing qualitative and mixed-methods designs. Positive impacts on students' mathematical achievement, motivation, and cultural awareness were reported. Cultural elements frequently incorporated included traditional arts, games, artifacts, and real-world contextualized problems. While studies in Indonesia focused on integrating local indigenous cultures, international studies explored broader cultural themes. The review highlights challenges in designing authentic culturally-responsive STEAM activities and the need for teacher training and community involvement. It proposes a framework for effective implementation, emphasizing the alignment of cultural elements with mathematical concepts, interdisciplinary collaboration, and the promotion of diverse perspectives. Recommendations for future research, curriculum development, and teacher professional development are provided. © 2026 American Institute of Physics Inc.. All rights reserved.
Departement of Mathematic Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Indonesian Didactical Design Research Development Center (PUSBANGDDRINDO), Universitas Pendidikan Indonesia, Bandung, Indonesia; Department of Elementary School Teacher Education, Nusa Putra University, West Java, Sukabumi, Indonesia; MTS Darul Falah Ternate, Ternate, Indonesia; Department of Primary School Teacher Education, Universitas Negeri Jakarta, Jakarta, Indonesia
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