Local Culture as Pedagogical Leverage: Examining Culturally Responsive Teaching Strategies in Secondary Mathematics Classrooms
Kata Kunci:
Culturally Responsive Teaching, Mathematics Learning, Differentiated Instruction, Multimodal RepresentationAbstrak
This study aims to explore teacher strategies in implementing Culturally Responsive Teaching (CRT) within mathematics instruction at Muhammadiyah Mlati Senior High School. A qualitative approach employing a case study design was used to examine the processes, meanings, and instructional practices in their natural context. The research participants consisted of one mathematics teacher and five students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation. The data were analyzed using the interactive analysis model developed by Miles & Huberman, which includes data reduction, data display, and conclusion drawing. The trustworthiness of the data was ensured through methodological triangulation, source triangulation, and member checking. The findings reveal that CRT implementation was carried out through four key strategies: (1) contextualizing mathematical problems using local cultural references, (2) differentiating instruction based on students’ learning readiness and abilities, (3) applying collaborative learning supported by multimodal representations, and (4) reinforcing values and learning identity through humanistic pedagogical interactions. This study concludes that the application of CRT fosters a more inclusive and meaningful mathematics learning environment while enhancing students’ motivation and participation
Unduhan
Referensi
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