The Effect of Differentiated and Culturally Responsive Learning on Junior High School Students' Numeracy Skills and Character in Indonesia

Abstract The low level of numeracy among Indonesian students, as consistently reflected in international assessments such as PISA, highlights the urgent need for innovative pedagogical approaches that address both cognitive and character development. This study aimed to examine the effect of differentiated and culturally responsive learning (DCRL) on enhancing numeracy skills and strengthening character education among junior high school students. Employing a quasi-experimental one-group pre-test–post-test design with two experimental classes, the research involved 72 eighth-grade students from a private junior high school in Surabaya, East Java. Data were collected through pre- and post-test numeracy assessments, classroom observations, questionnaires, and teacher interviews. The results revealed a 43.52% improvement in numeracy scores from pre-test to post-test, confirmed as statistically significant by a paired-sample t-test p < 0.05. Observation data showed that 87% of students actively engaged in differentiated and culturally grounded learning activities, while the development of character education was most evident in cooperation 72% and noble character 70%, with independence 65% and creativity 64% identified as areas for further reinforcement. Furthermore, positive responses from 90% of students and 86% of teachers confirmed the acceptability and practicality of the DCRL model. These findings demonstrate that the integration of DCRL model provides a comprehensive framework for improving numeracy achievement, fostering character formation, and supporting the holistic objectives of the Independent Curriculum in Indonesia.