Enhancing Junior High School Students^ Mathematical Literacy through Culturally Responsive Teaching Intan Nurlianti (a*), Jarnawi A. Dahlan (a)
(a) Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia
Jalan Dr. Setiabudi No.229, Bandung, Indonesia
*inurlianti28[at]upi.edu
Abstract
Mathematical literacy skills are important not only for personal life but also for supporting individual contributions in the workplace and society. However, the mathematical literacy skills of Indonesian students are still relatively low. One of the main causes is a lack of understanding of the context and information in the questions, so a relevant learning approach, such as Culturally Responsive Teaching (CRT), a student-based cultural learning method, is needed. This study aims to analyse the differences in the improvement of mathematical literacy skills between students who participated in learning with the CRT approach and students who received conventional learning. The method used was a quasi-experiment with a Non-Equivalent Control Group design. The research sample consisted of 32 students in the experimental class and 34 students in the control class at a public junior high school in Cianjur Regency in the even semester of the 2024/2025 academic year. The research instrument was a mathematical literacy test. The results showed that the average N-Gain score in the experimental class was 0.58, while in the control class it was 0.3. The N-gain of both classes was in the moderate category. Statistical analysis using the Independent Sample T-Test showed a p-value of < 0.001, indicating a significant difference in the improvement of mathematical literacy between students who received CRT-based instruction and those who received conventional instruction. This study shows that the CRT approach can be a relevant alternative learning strategy to improve the mathematical literacy of junior high school students in Indonesia.
Keywords: Culturally Responsive Teaching, Junior High School, mathematical literac
