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All Journal Journal of Education and Learning (EduLearn) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen Al Ishlah Jurnal Pendidikan Journal of Mathematics and Mathematics Education (JMME) Formatif: Jurnal Ilmiah Pendidikan MIPA M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika DEDIKASI: Community Service Reports
Budi Usodo
Universitas Sebelas Maret
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Mechanical Engineering Physics Social Sciences Other

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Journal : m a t h l i n e jurnal matematika dan pendidikan matematika

 1 
The Effectiveness Of Culturally Responsive Teaching (CRT) As A Differentiated Learning Approach In Secondary Learning Eka Siti Maullina; Budi Usodo; Laila Fitriana
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 2 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i2.893

Abstract

This study aims to describe the effectiveness of Culturally Responsive Teaching (CRT) as a differentiated learning approach in mathematics. CRT is important to implement because it accommodates students' diverse cultural backgrounds, thus increasing learning participation and understanding. This study used a quantitative approach with a one-group pretest-posttest type pre-experiment design. The research subject was class VIII B of SMP Negeri 15 Surakarta, which was selected by simple random sampling from eight parallel classes. The treatment was conducted in three meetings. The research instruments included learning outcome tests, student activity observation sheets, and student response questionnaires. The results of descriptive analysis showed that the average score of learning outcomes increased from 57.73 to 85.30. The single-sample t-test showed this improvement was statistically significant at the 0.05 significance level. Student activities showed positive engagement of 88.66%, while negative engagement amounted to 6.70%. More than 70% of students responded positively to the CRT implementation. The results of this study show that the CRT approach is efficacious in improving learning outcomes, student engagement, and response, and is relevant to be applied in culturally diverse classrooms.
The Implementation Of The Steam Approach With Indonesia’s Local Culture In Mathematics Learning: A Systematic Literature Review Nafiqoh Elsa Kartikaningtyas; Sri Subanti; Budi Usodo; Farida Nurhasanah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.960

Abstract

The demands of 21st-century education require learning approaches that foster critical thinking, creativity, collaboration, and communication. Integrating Science, Technology, Engineering, Arts, and Mathematics (STEAM) is seen as a promising strategy to address these needs, yet its systematic implementation in mathematics learning in Indonesia, especially with local cultural contexts, remains underexplored. This study aimed to investigate how the STEAM approach has been applied in Indonesian mathematics education and how local culture is integrated. A systematic literature review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure transparency and rigor during the identification, screening, eligibility, and inclusion phases. The initial search yielded 259 articles from Scopus, ERIC, SINTA, Web of Science, and OpenAlex databases. After applying inclusion and exclusion criteria and removing duplicates, 20 articles published between 2014–2024 were analyzed in depth. To identify research trends, a bibliometric analysis using VOSviewer was performed to map keyword co-occurrences. The findings reveal that while the STEAM approach, combined with elements such as local art, traditional games, and architecture, successfully enhances student engagement and contextual learning, its application largely emphasizes procedural rather than conceptual understanding. Moreover, interdisciplinary collaboration and integration of local culture are not yet fully optimized to develop higher-order thinking. This review highlights the need for future studies to strengthen conceptual depth, promote authentic cross-disciplinary learning, and incorporate broader cultural perspectives in designing culturally responsive STEAM-based mathematics education.
Thinking Processes in Numeracy: Influencing Factors, Content, and Varieties of Thinking Processes Nurul Munzayanah; Budi Usodo; Laila Fitriana; Farida Nurhasanah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 4 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i4.1003

Abstract

Numeracy is an important skill that enables students to understand mathematical concepts and solve problems in real-life contexts. According to the Programme for International Student Assessment (PISA), numeracy refers to the ability to use, interpret, and communicate mathematical information in everyday contexts. However, the 2022 PISA results show that Indonesia's average score in numeracy has declined compared to 2018 (OECD, 2023). This indicates that many students still struggle with the stages of thinking processes needed to solve mathematical problems correctly. This study aims to systematically examine the various factors that influence, content, and variations in students' thinking processes in numeracy. This research uses the PRISMA 2020 method by analysing 22 articles selected from the range of 2020-2024. The results showed that the most studied variations included mathematical thinking processes, mathematical literacy thinking processes, and thinking processes in solving problems. Algebra is the most researched content, because it has a framework that includes detailed stages in the thinking process, such as information identification, symbolic representation, and concept application. The most reviewed factors in the thinking process are mathematical ability and cognitive style. Students with high mathematical ability are more systematic in thinking, while students with medium and low ability tend to need scaffolding. Students with field independent cognitive style showed higher creativity than field dependent students.
Co-Authors Chrisnawati, Henny Ekana Chumdari Chumdari Dewi Retno Sari Saputro, Dewi Retno Dian Arumsari Eka Budhi Santosa Eka Siti Maullina Evi Retnowati Farida Nurhasanah Fitriana, Laila Getut Pramesti Gigih Kridantari Hendriyanto, Agus Kuswardi, Yemi Lukman hakim muhaimin Muhammad Wildan Fadilah Nafiqoh Elsa Kartikaningtyas Nurul Khairiatin Nida Nurul Munzayanah Pratiwi Novitasari Rita Dwi Purwanti Riyadi Riyadi Saki Saki Sandra Bayu Kurniawan Siswanto Siswanto Slamet Subiyantoro Sri Subanti Sukarno Sukarno Sutopo Sutopo Yuliana Yuliana Zaidah Nurul Hasanah Zulfa Jihan Hanifa