<![CDATA[This qualitative case study explores the implementation of Culturally Responsive Teaching (CRT) in Phase E mathematics classes at SMA Muhammadiyah Mlati, Sleman, Yogyakarta. Data were collected through semi-structured interviews, non-participant classroom observations, and curriculum document analysis, then analyzed using Miles and Huberman’s interactive model. The findings reveal that integrating local Yogyakarta culture, such as batik motifs, and Muhammadiyah values, including prayer rows and faraidh, transforms mathematics into a more meaningful and contextual learning experience. Student diversity was effectively utilized as a collaborative learning resource, enhancing motivation and reducing mathematics anxiety. In addition, performance-based and contextual assessments supported the development of higher-order thinking skills. However, challenges remain, particularly limited instructional design time and the lack of standardized ethnomathematics resources. Overall, CRT demonstrates strong potential for fostering an inclusive and culturally responsive mathematics learning environment, provided that institutional support and continuous teacher professional development are sustained]]>
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