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All Journal J-PiMat : Jurnal Pendidikan Matematika 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.
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 ALYA NUR SAADAH Rina Agustina