<![CDATA[This study aimed to develop and validate a Culturally Responsive Teaching Self-Efficacy (CRTSE) scale and a culturally integrated mathematics teaching module for junior high schools in Banjar City, Indonesia. Culturally responsive teaching (CRT) supports inclusive and contextual learning by integrating students’ cultural backgrounds into instruction—an approach underutilized in Indonesian mathematics education. Using the ADDIE development model within a Research and Development (RD) framework, the study involved 350 seventh-grade students and 10 mathematics teachers across five culturally diverse schools. The CRT-based module focused on quadrilateral concepts contextualized through Banjar’s cultural sites. Expert validation rated the module as “very good” (average score: 3.875), and limited trials showed high student approval (93.02% positive response). Large-scale implementation was evaluated through pre- and post-tests using ANCOVA to assess learning gains. Results showed significant improvement (p .01) in students' mathematics achievement in experimental classes compared to control groups. Teachers' CRTSE scores indicated highest self-efficacy in facilitating cooperative learning (40.7%), with moderate confidence in understanding students’ cultural backgrounds (33.3%). The findings demonstrate that the culturally integrated module is valid, practical, and effective in enhancing students' mathematical understanding. The CRTSE scale offers a promising tool for assessing teacher readiness to implement CRT in mathematics. These results support the integration of CRT into Indonesia’s Merdeka Curriculum to promote equitable and contextual learning.]]>
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