Culturally Responsive Teaching in Differentiated Learning to Improve Mathematical Communication Ability

Abstract

This study was motivated by the low mathematical communication ability observed among students, which is partly due to teaching approaches that have not fully accommodated students’ diverse cultural backgrounds and learning needs. The purpose of this classroom action research is to improve students’ mathematical communication ability in differentiated learning through Culturally Responsive Teaching (CRT). The data were collected using questionnaires, observation sheets, and tests in statistics topic, and were analyzed by comparing data from pre-test and post-test results. This study was conducted in 2 cycles in a class of Grade X students at SMAN 14 Semarang with procedures: (1) planning, (2) action, (3) observation, and (4) reflection. The first cycle is related to differentiated-process learning based on learning interests through CRT with the theme of Semarang City Culture, while the second cycle is related to differentiated-process learning based on learning styles through CRT with the theme of Javanese Culture. The results showed that CRT in differentiated learning can improve mathematical communication ability by  in the first cycle and  in the second cycle. The learning process became more inclusive, with students showing greater confidence in communicating mathematical ideas and engaging more actively in class discussion. This study contributes to the field of mathematics education by integrating cultural responsiveness with differentiated instruction, which can address diverse student needs, foster a meaningful learning environment, and improve mathematical competencies.