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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Mandala Education (JIME) PROSIDING SEMINAR NASIONAL LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) MANDALA Jurnal Pendidikan dan Konseling Abdi Masyarakat Jurnal Ilmiah Profesi Pendidikan DIKMAT: Jurnal Pendidikan Matematika Pendikdas: Jurnal Pendidikan Dasar Tsaqila Jurnal Pendidikan dan Teknologi SENTRI: Jurnal Riset Ilmiah Innovative: Journal Of Social Science Research INFOTIKA: Jurnal Pendidikan Informatika JPK: Jurnal Pendidikan dan Kebudayaan
Lisda Ramdhani
STKIP Harapan Bima
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Integrasi Pendidikan Multikultural dalam Pembelajaran Matematika: Tren, Praktik, dan Implikasinya terhadap Literasi Numerasi Abad ke-21 Sebuah Systematic Literature Review Dewi Sartika; Lisda Ramdhani; I Made Pageh; I Putu Sriartha; Wayan Mudana
SENTRI: Jurnal Riset Ilmiah Vol. 5 No. 1 (2026): SENTRI : Jurnal Riset Ilmiah, Januari 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/sentri.v5i1.5467

Abstract

This study aims to analyses the trends, practices, and implications of integrating multicultural education into mathematics learning to strengthen 21st-century numeracy literacy through a Systematic Literature Review (SLR) approach. Contemporary mathematics education faces global demands to deliver learning that not only emphasizes cognitive achievement but is also sensitive to cultural diversity, responsive to technological advancement, and relevant to modern life. Ethnomathematics, digital literacy, multiliteracies, and culturally responsive pedagogy have emerged as key components increasingly integrated into mathematics instruction to enhance creativity, critical thinking skills, numeracy literacy, and active student engagement. This review examined 23 articles published between 2018 and 2025 related to ethnomathematics, multicultural pedagogy, numeracy literacy, and educational technology. The findings indicate that integrating multicultural education significantly strengthens conceptual understanding, promotes higher-order thinking skills (HOTS), supports the development of students’ cultural identity, and increases motivation and learning engagement. Ethnomathematics has proven effective as a bridge connecting formal mathematical concepts with local cultural practices, while the use of technologies such as e-learning platforms, mobile modules, and digital media enables more contextual, adaptive, and inclusive learning environments. However, several gaps were identified in the existing literature. First, most studies remain fragmented, focusing separately on ethnomathematics or digital literacy without proposing a comprehensive integrative framework that systematically combines multicultural, numeracy, and technological dimensions within mathematics learning. Second, longitudinal studies examining the long-term impact of multicultural approaches on 21st-century numeracy literacy outcomes are still limited. Third, cross-cultural and cross-educational-level comparative research remains scarce, restricting the generalizability of findings across diverse contexts. Therefore, further research is needed to develop holistic conceptual and practical models that reinforce the strategic role of multicultural mathematics education in preparing numerate, inclusive, and globally adaptive generations.
IMPLEMENTASI MICROLEARNING BERBASIS WHATSHAPP STORY DALAM PEMBELAJARAN INFORMATIKA DI ERA DIGITALISASI Asri Rahmah; Lisda Ramdhani
Infomatika: Pendidikan Informatika Vol 4, No 1 (2025): April 2025
Publisher : STKI Harapan Bima

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan potensi dan tantangan implementasi model microlearning berbasis WhatsApp Story dalam pembelajaran informatika di era digitalisasi. Latar belakang penelitian ini adalah kebutuhan akan pendekatan pembelajaran yang lebih visual, cepat, dan fleksibel bagi generasi digital. Penelitian dilakukan dengan pendekatan kualitatif deskriptif di SMPN 1 Bolo, melibatkan guru informatika dan 20 siswa kelas VIII. Instrumen yang digunakan meliputi observasi, wawancara, dokumentasi, dan angket daring. Hasil penelitian menunjukkan bahwa penggunaan WhatsApp Story sebagai media pembelajaran belum dapat diimplementasikan secara optimal karena sebagian besar siswa belum memiliki perangkat gawai pribadi. Hal ini menjadi kendala utama dalam aksesibilitas konten pembelajaran digital. Meskipun secara konsep metode ini sangat potensial, efektivitasnya masih terbatas oleh kesiapan infrastruktur dan ketersediaan perangkat siswa. Penelitian ini merekomendasikan adanya penyediaan sarana pendukung terlebih dahulu sebelum strategi microlearning dapat diterapkan secara luas dan merata.
Co-Authors A Arwan Ardi Rahmawan Ardiansyah, Randi Asri Rahmah Azra Fauzi Baha’udin Baha’udin Dewi Sartika F Fathurrahmaniah Firnanda Pradana Putra Fitria Sarnita H. Hermasyah Hardyanti Hardyanti I Made Pageh I Putu Sriartha Iin Sapitriani Imam Dudin Islamiati, Nur K Khairuddin Lutfin Haryanto M. Sya'aban Yudha Satria Mariamah Mariamah muhaimin muhaimin Muhammad Salahuddin Muslimin Muslimin Ni Nyoman Sri Putu Verawati Nur Amaliah Nurlailatun Ramadani Nursidarati Nursidarati Nursidrati Prayogi, Saiful Rizcky Juliawan RS, Yuyun Yuningsih Saifullah Saifullah Samsun Hidayat Suhirman Suhirman Syahrir Syahrir Syahrul Rahman W Widia Wayan Mudana Zulkarnaen