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All Journal J-PiMat : Jurnal Pendidikan Matematika Inovasi Matematika (Inomatika) Jurnal Pendidikan Matematika Universitas Lampung
Selvi Loviana
Universitas Islam Negeri Jurai Siwo Lampung
Education Mathematics

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Pengembangan E-LKPD Berbasis Etnomatematika Pada Materi Pola Bilangan ALYA NUR SAADAH; Selvi Loviana
J-PiMat : Jurnal Pendidikan Matematika Vol 8, No 1 (2026): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v8i1.6380

Abstract

This study aims to develop an ethnomathematics-based Electronic Student Worksheet (e-LKPD) on number pattern material for eighth-grade junior high school students as a form of technology integration in learning. The e-LKPD integrates cultural elements, such as the Gordang Sambilan musical instrument and the Tongkonan traditional house, to create more contextual and meaningful learning experiences. This study employed a 4D development model consisting of defining, designing, developing, and disseminating stages. The validation results from material and media experts indicated that the developed e-LKPD was categorized as highly valid, while student responses showed that it was highly practical. The product was tested on a limited scale at SMP Negeri 6 Metro. Therefore, the developed ethnomathematics-based e-LKPD is feasible to be used as a learning medium to support students in understanding number pattern concepts more meaningfullyKeyword: e-LKPD, Ethnomathematics, Mathematics.
Desain Komik Matematika Digital Berbasis Budaya berorientasi Literasi dan Resiliensi Matematis Pika Merliza; Anwaril Hamidy; Uke Ralmugiz; Selvi Loviana; Ahmad Rizal Rifa'i; Mahfud Syaiful
Jurnal Inovasi Matematika Vol. 8 No. 2 (2026): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/x9rx0v22

Abstract

Mathematical literacy is an essential competency for students in the 21st century. However, international assessments indicate that Indonesian students’ mathematical literacy remains low, accompanied by limited learning resilience. In response to this issue, culturally contextualized digital learning media are considered relevant to support mathematics learning. This study aims to develop and evaluate the validity and practicality of digital mathematics comics based on cultural contexts, oriented toward mathematical literacy and learning resilience. The study employed a research and development (R&D) approach adapted from the 4-D model, limited to the define, design, and develop stages. Data were analyzed descriptively based on expert validation and user responses. The results showed that the media expert validation score averaged 80.05, categorized as very valid, while the material expert validation score reached 93.33, also categorized as very valid. In addition, the group trial produced an average score of 78.07, categorized as practical, and the teacher’s response score averaged 81.56, categorized as very practical. These findings indicate that the developed digital mathematics comics meet the criteria of validity and practicality.  
Collaboration and Social Interaction in Mathematics Learning in Multicultural Classrooms: A Qualitative Case Study Rina Agustina; Selvi Loviana
Jurnal Pendidikan Matematika Universitas Lampung Vol. 14 No. 2 (2026): Jurnal Pendidikan Matematika Universitas Lampung
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v14i2.pp177-193

Abstract

Mathematics learning in multicultural classrooms requires collaborative interaction that accommodates students’ cultural and linguistic diversity. This study aims to explore how cultural diversity shapes collaboration and social interaction in mathematics learning in a multicultural classroom. This study employed a qualitative case study design. The participants were 16 undergraduate mathematics education students at a private university in Metro City, Indonesia. The classroom was categorized as multicultural because the students came from different cultural backgrounds and showed variations in language use, communication styles, ways of expressing opinions, and approaches to group discussion and mathematical problem solving. Data were collected through questionnaires, semi-structured interviews, participatory observation, and documentation. The questionnaire covered three aspects: students’ experiences and perceptions of multicultural classrooms, group dynamics in mathematical problem solving, and collaborative projects in mathematics learning. The data were analyzed through data reduction, categorization, interpretation, and conclusion drawing, with source and technique triangulation used to strengthen the credibility of the findings. The results show that cultural diversity did not directly determine students’ mathematical problem-solving ability, which was more strongly influenced by their understanding of the material. However, cultural diversity affected the communication process, discussion dynamics, and ways students expressed mathematical ideas. Differences in language, thinking styles, and communication patterns became the main challenges in group interaction. Nevertheless, most students were able to collaborate with peers from different cultural backgrounds. These findings indicate that multicultural mathematics classrooms require inclusive interaction strategies, heterogeneous grouping, and clear classroom communication to support effective collaboration and social interaction.
Co-Authors Ahmad Rizal Rifa'i ALYA NUR SAADAH Anwaril Hamidy Mahfud Syaiful Pika Merliza Ralmugiz, Uke Rina Agustina