Integrating culturally responsive teaching into digital worksheets: enhancing students’ algebraic thinking and self-confidence in mathematics learning
DOI:
https://doi.org/10.58524/jasme.v6i2.1165Keywords:
Ethnomathematics, Digitas Comic, Numeracy Skills, Regulated Learning, Mathematics Education TechnologyAbstract
Background: The limited use of culturally relevant and technology-integrated learning media in mathematics classrooms often results in low student engagement, weak algebraic understanding, and reduced self-confidence. Conventional worksheets tend to emphasize procedural knowledge without connecting learning to students’ cultural contexts, leading to less meaningful learning experiences.
Aims: This study aims to develop and evaluate a Culturally Responsive Teaching (CRT)-based electronic student worksheet (e-LKPD) that is valid, practical, and effective in enhancing students’ algebraic thinking skills and self-confidence.
Method: This study employed a Research and Development (R&D) approach using the 4D model, consisting of define, design, develop, and disseminate stages. The participants were 84 eighth-grade students. Data were collected through interviews, validation sheets, questionnaires, and algebraic thinking tests. Data analysis involved descriptive statistics and inferential analysis, including normality, homogeneity, and independent t-tests.
Results: The findings indicate that the developed CRT-based e-LKPD is valid (83%) and highly practical (90%). Moreover, the implementation of the e-LKPD significantly improved students’ algebraic thinking skills (p = 0.032 < 0.05) and self-confidence (p = 0.001 < 0.05), with better performance observed in the experimental group compared to the control group.
Conclusion: The CRT-based e-LKPD is an effective instructional innovation that enhances both cognitive and affective learning outcomes, supporting meaningful and engaging mathematics learning.
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