Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Pengabdian UNDIKMA Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Rahayu Condro Murti
Universitas Negeri Yogyakata
Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Bridging Culture and Mathematics: Exploring Teachers’ Needs for Culturally Relevant Digital Resources in Primary Schools Rahayu Condro Murti; Yeni Rakhmawati; Unik Ambarwati; Tiara Harsono; Salman Rashid
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.19939

Abstract

This study aims to evaluate the feasibility and user acceptance of the Matematika Berbudaya e-book as a culturally responsive digital resource for primary mathematics learning in the Special Region of Yogyakarta, Indonesia. This study used a design and development research method with a field trial evaluation to assess the feasibility, acceptability, and perceived pedagogical value. A field trial involved 10 teachers and school leaders who completed a 26-item five-point questionnaire with an open-ended comment, and 89 students who completed a 20-item four-point questionnaire after using the e-book. Descriptive statistics were used to summarize item-level means and response distributions, and internal consistency was examined with Cronbach’s alpha. Teachers reported strong endorsement of value integration and meaningful learning (M = 4.80 and 4.70), contextual and cultural integration (highest M = 4.90), and perceived usefulness and access (M from 4.50 to 4.60). Students also responded positively, with an overall mean of 3.3494 and responses concentrated in the upper categories (scores 3 and 4). The combined results indicate that the e-book is perceived as culturally meaningful, practically usable, and supportive of engaging learning experiences. These findings provide an empirical basis for refining instructional wording, layout cues, and navigation, and for informing the development of culturally grounded digital materials that align with Kurikulum Merdeka and principles of culturally responsive teaching.
Values, Context, and Culture: The Implementation of Culturally Responsive Teaching (CRT) for Innovation in Elementary School Mathematics Teaching Materials Rahayu Condro Murti; Yeni Rakhmawati; Fery Muhamad Firdaus; Irfan Wahyu Prananto; Anwar Novianto; Yoppy Wahyu Purnomo
Jurnal Pengabdian UNDIKMA Vol. 7 No. 3 (2026): August (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v7i3.20008

Abstract

This community service program aims to improve the competence of elementary school teachers under the Bantul Education Office in implementing Culturally Responsive Teaching (CRT) in mathematics through training, mentoring, and the development of culture-based teaching materials to foster inclusive, engaging, and contextually relevant learning environments. The program was conducted through workshops and hands-on practice, during which teachers were trained to develop teaching modules, lesson plans, instructional media, and assessment instruments that integrate educational values, everyday contexts, and local cultural elements. Program evaluation was conducted using observations, interviews, questionnaires, and documentation, and the data were analyzed through descriptive statistics and thematic analysis to examine participants' engagement, understanding, and feedback. The evaluation results indicated that the integration of educational values received the highest average score (4.71), followed by contextual relevance (4.58) and the incorporation of cultural artifacts (4.22). Although teachers demonstrated a high level of consistency in implementing CRT principles, integrating local culture into mathematics instruction remained a major challenge. The greatest barrier identified was the limited availability of contextual and digital teaching materials, with an average difficulty score of 3.28. Nevertheless, teachers demonstrated a strong awareness of and perceived need for CRT in mathematics education, reflected in a high average score of 5.16. These findings suggest that Culturally Responsive Teaching extends beyond a pedagogical approach by providing a transformative framework that connects mathematics learning with students' lived experiences while preserving local cultural heritage. Continuous mentoring and the development of context-based digital teaching resources are therefore essential to support the sustainable implementation of CRT in elementary schools.
Co-Authors Anwar Novianto, Anwar Firdaus, Fery Muhamad Irfan Wahyu Prananto Salman Rashid Tiara Harsono Unik Ambarwati Yeni Rakhmawati, Yeni Yoppy Wahyu Purnomo