This study aims to explore the concept of Ethno-STEM integration in linear al-gebra learning and provide an overview of how the impact of Ethno-STEM integration in linear al-gebra learning. This research uses qualitative descriptive methods by collecting data through observation and interviews with teachers as well as data analysis to understand the experiences of students and teachers in linear algebra learning to the application of Ethno-STEM in Mathematics learning. The results of this study show that the integration of Ethno-STEM in mathematics learning relates cultural elements and students' life experiences in visualizing linear algebra concepts, using collaborative learning strategies and providing learning according to students' abilities to increase learning effectiveness and help students understand mathematical concepts well.