Indigenous Knowledge as Educational Asset: Culturally Responsive Mathematics Education and Equity Pursuit in Indonesia’s Multilingual Contexts
DOI:
https://doi.org/10.31980/mosharafa.v15i1.3532Keywords:
Pedagogi Responsif Budaya, Kesetaraan Pendidikan, Pengetahuan Matematika Adat, Dekolonisasi Pendidikan Matematika, Pendidikan Multibahasa Berbasis Bahasa Ibu, Culturally Responsive Pedagogy, Educational Equity, Indigenous Mathematical Knowledge, Decolonizing Mathematics Education, Mother Tongue-Based Multilingual EducationAbstract
Di negara multibahasa seperti Indonesia, pembelajaran matematika selama ini beroperasi dalam paradigma terstandar yang kurang mengakomodasi keragaman budaya dan linguistik, sehingga menimbulkan kesenjangan penelitian mengenai model berskala besar yang mengimplementasikan pedagogi responsif budaya dalam sistem yang sangat heterogen. Untuk menjawab kesenjangan tersebut, studi ini memperkenalkan model GEMBIRA sebagai kerangka analitis baru untuk mengkaji bagaimana pengetahuan matematika berbasis budaya serta penggunaan bahasa ibu dapat diintegrasikan secara sistematis. Penelitian ini mensintesis dokumen kebijakan, studi empiris yang diindeks dalam Scopus (2020–2025), dan laporan internasional untuk menganalisis koherensi kebijakan, praktik pedagogis, dan hambatan struktural. Temuan menunjukkan bahwa pendidikan matematika responsif budaya berfungsi sebagai mekanisme dekolonisasi yang memperkuat pemahaman konseptual, afirmasi identitas, dan pemerataan. Studi ini menegaskan bahwa integrasi sistem matematika lokal dalam reformasi nasional menyediakan jalur yang kuat secara matematis menuju keadilan pendidikan serta menawarkan wawasan yang dapat ditransfer untuk transformasi berorientasi kesetaraan di berbagai konteks global.
In multilingual nations such as Indonesia, mathematics instruction has long operated under standardized paradigms that suppress cultural–linguistic diversity, creating a research gap in large-scale models that operationalize culturally responsive pedagogy within highly heterogeneous systems. Addressing this gap, this study introduces the novel GEMBIRA model—treated here as a GEMBIRA model—as an analytical lens for examining how culturally rooted mathematical knowledge and mother-tongue instruction can be systematically integrated. The research synthesizes policy documents, empirical studies indexed in Scopus (2020–2025), and international reports to analyze policy coherence, pedagogical enactment, and structural constraints. Findings show that culturally responsive mathematics education functions as a decolonizing mechanism that strengthens conceptual understanding, identity affirmation, and equity. The study demonstrates that embedding indigenous mathematical systems within national reforms provides a mathematically robust pathway toward educational justice and offers transferable insights for equity-oriented transformation in diverse global contexts.
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