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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Mathematics Education Journal
Rina Dyah Rahmawati
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Education Mathematics Other

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Struggling with Cultural Integration: Elementary Teachers’ Efforts to Incorporate the Javanese Calendar in Teaching Plan Niken Wahyu Utami; Sagita, Laela; Rina Dyah Rahmawati
Mathematics Education Journal Vol. 19 No. 4 (2025): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

Although the mathematical potential of Javanese calendar has been widely explored, little is known about the challenges teachers face in its classroom integration. This study addresses the gap to inform effective instructional design. This research aims to identify the challenges teachers encounter in developing culture-based mathematics teaching plan. A questionnaire was distributed to a group of elementary school teachers participating in the Culture-Based Pedagogy course in the Master Program of Basic Education at a university in Yogyakarta. A total of 44 elementary school teachers completed the questionnaire. Based on the results of the learning plans they prepared, five teachers were selected for in-depth interviews. Data were analyzed descriptively, focusing on the teachers’ lesson plans and interview responses. The findings indicate that teachers’ integration of the Javanese calendar was multifaceted, encompassing their mathematical and cultural knowledge as well as their pedagogical skills during the lesson planning process. The analysis revealed three distinct patterns of integration. First, the Javanese calendar was thoughtfully integrated into the lesson plans, providing rich opportunities for contextual repurposing across various themes. Second, the lesson plans used superficial or tokenistic references where culture is included only as a decorative element without a meaningful link to the learning objectives. Third, in the problematic case, the lesson plans were used in inauthentic cultural contexts, resulting in cultural misconceptions. It is suggested that a comprehensive guide for educators be developed, encompassing meticulous explanations, precise calculations, and culturally pertinent information, particularly concerning the Javanese calendar. Additionally, the provision of further training or mentoring is considered essential for developing appropriate lesson designs.
Analysis Of Mathematical Literacy Of Fifth-Grade Elementary Students Based on Their Mathematical Creative Self-Efficacy Level at SD Tumbuh 1 Yogyakarta Eliza Deviana Putri; Rina Dyah Rahmawati
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 5 (2023): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/10.33578/jpfkip.v12i5.10123

Abstract

This paper describes the analysis of Mathematical literacy of fifth-grade elementary students based on their level of Mathematical creative self-efficacy at SD Tumbuh 1 Yogyakarta. Mathematical literacy is the skill to use Mathematics to solve various problems in real life. The research is a qualitative approach. The research method used was the descriptivequalitative method. The subjects involved 6 fifth-grade students of SD Tumbuh 1 Yogyakarta. The technique analysis used the Miles and Huberman model. Data validity checks used triangulation of observation, interviews, and documentation. The research results indicate that Mathematical creative self-efficacy influences students' mathematical literacy skills. The higher the students' MCSE level was, the better their mathematical literacy skill was. The learning methods selected by teachers in implementing Mathematics learning were small and large group discussion methods, hands-on methods with games, and giving rewards or scores. The use of this learning method was adjusted to the material to be learned as well as the needs and skills of each student.
Co-Authors Eliza Deviana Putri Laela Sagita Niken Wahyu Utami