Mathematics Learning Based on Multicultural Education to Realize Pancasila Students

Abstract

Indonesia consists of various tribes, nations, races, religions, languages, cultures, skin colors, and many others. The embodiment of pluralism in educational units is to organize multicultural education in schools, one of which is in mathematics learning. The purpose of this research is to describe mathematics learning based on multicultural education to realize Pancasila students. documentation method. The data analysis technique used is content analysis. Repeated reading of the literature and re-checking is done to maintain the accuracy of the discussion and prevent misinformation. The results of the study show that multicultural-based mathematics learning is very well applied in the mathematics learning process, because it forms the character of students to respect diversity and can also answer current expectations. This is in realizing the profile of Pancasila students.

Philosophy-Infused Culture-Based Learning Models In Mathematics Education

“…By drawing on the work of (Ernest, 2002), we integrate the ideology and law aspects of the philosophy of mathematics education, emphasizing the broader ideological framework that underpins culture-based learning models. Additionally, the study by Mendrofa et al (2022) underscores the importance of repeated literature review and re-checking to maintain the accuracy of the discussion, aligning with our rigorous approach to accessing the relationship between mathematical philosophy and culture-based learning models. Furthermore, the evidence presented by Lestari et al (2018) demonstrates the potential of integrating realistic mathematics education with local cultural contexts to improve students' mathematical communication ability and self-efficacy, supporting our methodology's focus on enhancing students' skills within cultural frameworks.…”

“…By contextualizing mathematical concepts within students' cultural and environmental contexts, these models not only increase engagement but also promote a deeper understanding of mathematics. The integration of multicultural education into mathematics learning contributes to optimizing students' achievements while fostering awareness, understanding, and tolerance in multicultural societies (Mendrofa et al, 2022).…”

“…Additionally, there is a dearth of research that examines the intersection of the philosophy of mathematics education and culture-based learning models. While individual studies have explored either the philosophical underpinnings of mathematics education or the integration of cultural elements in learning (Sari & Armanto, 2022;Mendrofa et al, 2022), there remains a gap in the literature concerning the synergistic relationship between these two domains. Future research should aim to bridge this gap by investigating how philosophical perspectives can inform the development and implementation of culturebased learning models in mathematics education, thereby enriching students' understanding of mathematical concepts within diverse cultural frameworks.…”

Peningkatan Kemampuan Penalaran Matematika Melalui Pembelajaran Berdiferensiasi di SMP Negeri 4 Waru

“…Penelitian yang dilakukan oleh Saragih et al (2017) menyatakan bahwa model pembelajaran berpusat pada siswa berbasis budaya lokal tersebut efektif digunakan dalam pembelajaran matematika siswa SMP. Mempelajari budaya berbagai daerah yang terintegrasi dalam pembelajaran konsep matematika, akan membangun pemahaman dan pengetahuan siswa, serta menghargai budaya masing-masing daerah (Mendrofa et al, 2022). Integrasi pendidikan berbasis budaya dalam pembelajaran matematika tampak memberikan suatu jalan untuk meningkatkan akses menuju proses belajar mengajar dan pemahaman matematis yang lebih baik bagi para siswa di Indonesia yang memiliki keberagaman (Wahyudin, 2018).…”

Peningkatan Kemampuan Pemecahan Masalah Peserta Didik Melalui Penerapan Pembelajaran Berdiferensiasi

“…Selain itu, juga untuk menjembatani munculnya kesadaran peserta didik terhadap identitas budayanya. Mendrofa, Dewi, & Simamora (2022) mengatakan mempelajari budaya yang terintegrasi dalam pembelajaran konsep matematika, akan membangun pemahaman dan pengetahuan, serta mendorong peserta didik untuk menghargai budaya daerahnya masing-masing. Hasil tes KPM pada siklus II telah memenuhi indikator keberhasilan Berdasarkan uraian yang telah dipaparkan diatas, penerapan pembelajaran berupa pembelajaran berdiferensiasi mampu meningkatkan kemampuan pemecahan masalah peserta didik kelas VIIB UPTD SPF SMP Negeri 3 Bondowoso.…”