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This study aims to develop an ICARE learning model with ethnomathematics content which was developed by taking into account the mastery of mathematical problem solving in students. The learning model was developed by utilizing the Learning Management System on spatial building materials with a Lee and Owen (2004) model design. The development model consists of (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. Problem solving skills developed in the learning process include (1) understanding problems, (2) making plans, (3) implementing plans, and (4) looking back at solutions that have been resolved. This framework consists of two designs in coherence learning activities between pre-class and in-class. This research was only carried out in small groups and produced several conclusions. First, in order to achieve learning outcomes and learning objectives, content from the etomathematics aspect is needed in geometric materials so that students do not just master mathematics but understand how local cultural elements can foster a love for local culture. Second, to foster students' interest in learning geometric shapes, it is necessary to use more illustrations in the form of pictures, audio and video than text. Third, the ICARE learning model contains ethnomathematics can be used to support learning because it can improve problem solving skills. In the future, the products that have been created will be large group trials and tests on student learning independence.