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This paper aims to discuss students' mathematics literacy in culturally responsive mathematics classroom. Students were taught by culturally responsive mathematics material and examined with a series of test in order to measure their mathematics literacy level. The data collected in this study are quantitative data in the form of scores on students' mathematical abilities that indicate the level of student mathematics literacy. The research was conducted at MAN 1 Takengon with the two groupsdoi:10.15548/jt.v26i3.551 fatcat:o3y5q4zb6rfungrvu27v75bjai