Technology Integration in Problem-Based Culturally Responsive Mathematics Learning: A Systematic Literature Review in the Era of Industry 5.0

DOI:

https://doi.org/10.30606/absis.v8i1.3340

Authors

  • Rahmia Mulya Fitri Universitas Pendidikan Indonesia
  • Al Jupri Universitas Pendidikan Indonesia
  • Endang Cahya Mulyaning Universitas Pendidikan Indonesia
  • Damra Ali Sitanggang Universitas Pendidikan Indonesia

Keywords:

culturally responsive learning
educational technology
problem-based learning
mathematical literacy

Abstract

The Industry 5.0 era demands mathematics learning models that are not only technology-enhanced but also culturally responsive and competence-oriented. This systematic literature review investigates the integration of technology-supported problem-based learning (PBL) with culturally responsive teaching (CRT) in mathematics education. Following the PRISMA 2020 protocol, 24 records were retrieved from Scopus, ScienceDirect, and Google Scholar; five met the inclusion criteria and were thematically analyzed. Results show that PBL supported by technology improves students’ problem-solving skills, mathematical literacy, motivation, and self-regulated learning. However, explicit integration of CRT within these models remains limited. Compared to conventional approaches, a combined PBL-CRT-technology framework holds greater potential to promote meaningful, inclusive, and future-oriented mathematics learning. This review recommends the development of a comprehensive instructional model that aligns cultural relevance, digital innovation, and inquiry-based learning. Implications for research and practice are outlined to support mathematics education in diverse and digitally connected learning environments.

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Published

2025-04-30

How to Cite

Fitri, R. M., Al Jupri, Mulyaning, E. C., & Sitanggang, D. A. (2025). Technology Integration in Problem-Based Culturally Responsive Mathematics Learning: A Systematic Literature Review in the Era of Industry 5.0. Jurnal Absis: Jurnal Pendidikan Matematika Dan Matematika, 8(1), 205–219. https://doi.org/10.30606/absis.v8i1.3340

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