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Mathematics is still considered a field of study that is free of cultural values by some circles. Faced with this understanding, the Ethnomathematics program was developed as a bridge between mathematics and culture. For this reason, it is necessary to know the urgency of Ethnomathematics to be incorporated into mathematics learning through Ethnomathematics-based Learning as an effort to contextualize mathematics based on a culture in South Sulawesi and West Sulawesi. This research was a survey study with 147 Junior High School Mathematics Teachers in South Sulawesi and West Sulawesi as respondents. The instrument was a questionnaire, distributed online via Google form. Data collected were analyzed descriptively. The results showed that 100% of respondents understood that Indonesia is rich in cultural diversity, but only 89% of respondents stated that Indonesian culture, especially in South Sulawesi and West Sulawesi, had not been accommodated into mathematics classes, 73% of respondents had never heard or read about Ethnomathematics, 100% of respondents had a desire to learn about Ethnomathematics or Ethnomathematics-based Learning, 96% respondents agreed that Ethnomathematics is integrated into Mathematics Learning, 94% of respondents stated that it is necessary to plan and develop an educational curriculum that includes an Ethnomathematical approach, and 96% of respondents agree that it is necessary to develop an Ethnomathematics based Learning Model. It was concluded that most respondents stated that Ethnomathematics Based Learning needs to be developed and applied in learning Mathematics in schools, especially in South Sulawesi and West Sulawesi.