A Framework for Culturally Responsive Mathematics Pedagogy: Synergizing Alang Tulung Gayo-Based Blended PjBL and Computational Thinking

Lisa, E. Elvis Napitupulu and Asmin
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Lisa: Department of Mathematics Education, Universitas Negeri Medan, Medan, Indonesia; Department of Mathematics Education, Universitas Islam Negeri Sultanah Nahrasyiah Lhokseumawe, Lhokseumawe, Indonesia
E. Elvis Napitupulu: Department of Mathematics Education, Universitas Negeri Medan, Medan, Indonesia
Asmin: Department of Mathematics Education, Universitas Negeri Medan, Medan, Indonesia

European Journal of Social Science Education and Research, 2026, vol. 13, issue 3, 101-117

Abstract: The rapid development of digital learning in higher education often pays little attention to students’ sociocultural backgrounds, causing learning technology to feel disconnected from their real experiences and values. This study developed and empirically tested an operational framework that integrates the local wisdom of Alang Tulung Gayo with modern learning technology to improve university students’ Computational Thinking (CT) skills. Using the Plomp development model within a Research and Development (R&D) approach, the framework was implemented with 52 students enrolled in the Integral Calculus course through the Sevima EdLink platform. The model integrates cultural values such as Mango Lo, Bejamu, Mah Atur, Tung Upah, and Berumpah-umpah into the learning process, each reinforcing specific CT indicators. Results showed significant improvement in students’ CT abilities with an N-Gain of 0.67, categorized as moderate, with Pattern Recognition achieving the highest gain (0.71). The Berumpah-umpah value, emphasizing deliberation and collaboration, proved especially effective in fostering abstraction and collective problem-solving. Beyond the Indonesian context, the framework highlights transferable principles of integrating local cultural values into project-based learning, offering a model that can be adapted internationally to enhance student engagement and 21stcentury skills. A practical example is demonstrated through Integral Calculus projects, where students collaboratively design solutions using digital tools while applying cultural values to strengthen CT pillars. Overall, this study confirms that digital and project-based learning in higher education can be more effective and meaningful when technological innovation is balanced with cultural values through a culturally responsive pedagogy.

Keywords: Local Wisdom Integration; Higher Education Pedagogy; Curriculum Innovation; Collaborative Learning; Problem-Solving Skills (search for similar items in EconPapers)
Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:eur:ejserj:480

DOI: 10.26417/sq05mxpw

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