Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal de Fermat : Jurnal Pendidikan Matematika Jurnal Fibonaci: Jurnal Pendidikan Matematika
Mecca Evi Novianti
Universitas Muhammadiyah Semarang
Education Mathematics Other

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

Found 2 Documents
Search

 1 
Desain Media Pembelajaran E-Modul dengan Pendekatan Culturally Responsive Teaching (CRT) Materi Kesebangunan dan Kekongruenan Mecca Evi Novianti; Dwi Sulistyaningsih; Venissa Dian Mawarsari
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2523

Abstract

The advancement of electronic systems necessitates modernization in mathematics learning to render it increasingly collaborative and aligned with scholars’ requirements. In execution, learning regarding the material of similarity and congruence at the junior high school tier continues encountering numerous obstacles, especially concerning pupils’ restricted theoretical grasp and the inefficient utilization of electronic learning media. This study aims to develop an e-module based on the Culturally Responsive Teaching (CRT) approach on similarity and congruence material that meets validity criteria as a learning resource. This investigation utilized a Research and Development (R&D) strategy employing the 4D framework, which was performed until the define, design, and develop phases. Evidence was gathered through verification forms finalized by media specialists and material authorities. The findings demonstrated that the e-module achieved a mean rating of 3.88 from media experts and 3.69 from material experts using a 1-4 scale, with an overall mean score of 3.78, which was categorized as highly valid. These outcomes signify that the produced e-module satisfies the viability benchmarks for application in learning. The produced e-module is anticipated to assist pupils in comprehending principles via dynamic learning exercises unified with the societal background of Nyadran. Subsequent exploration is advocated to scrutinize the usability and efficacy of the e-module within class execution.
Systematic Literature Review: Pendekatan Culturally Responsive Teaching dalam Pembelajaran Matematika Mecca Evi Novianti; Dwi Sulistyaningsih; Venissa Dian Mawarsari
Jurnal Fibonaci: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2026): Jurnal Fibonaci: Jurnal Pendidikan Matematika
Publisher : Prodi Pendidikan Matematika FMIPA Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jfi.v7i1.72405

Abstract

Pendekatan Culturally Responsive Teaching (CRT) memiliki peran strategis dalam pembelajaran matematika melalui pengintegrasian konsep matematis dengan konteks budaya siswa. Akan tetapi, ulasan literatur sistematis mengenai aplikasinya dalam pembelajaran matematika masih sangat terbatas. Penelitian ini bertujuan menelaah penerapan pendekatan Culturally Responsive Teaching (CRT) dalam pembelajaran matematika melalui metode Systematic Literature Review (SLR). Kajian difokuskan pada media pembelajaran yang digunakan, kemampuan matematis yang dikembangkan, serta kecenderungan desain penelitian pada studi-studi terkait CRT. Penelusuran literatur dilakukan menggunakan Google Scholar dengan bantuan Publish or Perish berdasarkan tahapan PRISMA. Artikel yang dikaji dibatasi pada publikasi lima tahun terakhir dari jurnal nasional terindeks SINTA 1–5 yang relevan dengan pembelajaran matematika berbasis CRT. Sebanyak 14 artikel dipilih dan dikaji secara sistematis. Hasil kajian menunjukkan bahwa pendekatan CRT umumnya diimplementasikan melalui Lembar Kerja Peserta Didik (LKPD), modul pembelajaran, permainan edukatif, dan alat peraga kontekstual. Penerapan CRT cenderung memberikan kontribusi positif terhadap pengembangan kemampuan matematis siswa, meliputi koneksi matematis, pemahaman konsep, hasil belajar, motivasi belajar, kemampuan pemecahan masalah, serta literasi matematis. Selain itu, sebagian besar penelitian menggunakan desain Penelitian Tindakan Kelas (PTK), yang menunjukkan bahwa CRT banyak diterapkan secara langsung dalam praktik pembelajaran. Integrasi konteks budaya lokal terbukti mendukung terciptanya pembelajaran matematika yang lebih bermakna dan responsif terhadap keberagaman peserta didik.
Co-Authors Dwi Sulistyaningsih Venissa Dian Mawarsari