PENERAPAN PENDEKATAN CULTURALLY RESPONSIVE TEACHING (CRT) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI KERAGAMAN BUDAYA INDONESIAKU KELAS V SD NEGERI 2 MATA IE
Abstract
This classroom action research was motivated by low student learning outcomes in "My Indonesian Cultural Diversity" due to teacher-centered, unvaried learning that lacked integration with students' real experiences. This study aims to determine the increase in teacher activity, student activity, and learning outcomes using the Culturally Responsive Teaching (CRT) approach. Employing a qualitative approach with the Kemmis and McTaggart Classroom Action Research (PTK) model, this study was conducted in two cycles. The subjects were 20 class VB students at SD Negeri 2 Mata Ie (12 female, 8 male). Data were collected via observations and learning tests, then analyzed using qualitative descriptive analysis. The results show that the CRT approach significantly improved all parameters. Teacher activity scores rose from 91 in cycle I to a perfect 100 in cycle II, maintaining a "very good" category. Student activity also increased substantially from 76 in cycle I to 96.2 in cycle II, matching the "very good" category. Furthermore, student learning outcomes enhanced remarkably; the class average increased from 75.2 with 70% classical completeness in cycle I to 89 with 100% classical completeness in cycle II. This progress occurs because learning is directly linked to cultural experiences and traditions close to students' daily lives, making the process more meaningful, active, and enjoyable. In conclusion, the application of the Culturally Responsive Teaching (CRT) approach is highly effective in increasing teacher activity, student activity, and student learning outcomes in class V of SD Negeri 2 Mata Ie.
Keywords: Culturally Responsive Teaching (CRT), learning outcomes, Indonesian
cultural diversity.
References
Andriansyah, E. N., & Sulistyowati, P. (2024). Penerapan Pendekatan Culturally Responsive Teaching (CRT) Untuk Meningkatkan Hasil Belajar Materi Keberagaman Dalam Bingkai Bhineka Tunggal Ika Kelas V. 1.
Aysah, E. I. N., Gembong, S., & Sulistyawati, L. (2024). Penerapan Pendekatan Culturally Responsive Teaching Untuk Meningkatkan Hasil Belajar Peserta Didik Pada Kelas Viiib Smpn 14 Madiun. Jurnal Ilmiah Pendidikan Dasar, 09(04).
Banks, J. A., & Banks, C. A. M. (2019). Multicultural Education: Issues and Perspectives.
Febdhizawati, E. H., Buchori, A., & Indiati, I. (2023). Desain E-Modul Flipbook Berbasis Culturally Responsive Teaching (CRT) pada Materi Transformasi Geometri. 7.
Khasanah, I. M., Nuroso, H., & Pramasdyahsari, A. S. (2023). Efektifitas Pendekatan Culturally Responsive Teaching (Crt) Untuk Meningkatkan Hasil Belajar Siswa Kelas Ii Sekolah Dasar. 3(2).
Nurfaizah, Muh, F., & Ramadhani, F. M. (2024). Pengaruh Penerapan Model Value Clarification Technique (VCT) Terhadap Civic Knowledge Siswa Pada Pembelajaran Pendidikan Pancasila Di Kelas V UPT SDN 25 Mengkendek Kabupaten Tana Toraja.
Rizki, L. E., Prasasti, P. A. T., & Istini. (2024). Peningkatan Hasil Belajar Peserta Didik Kelas V SDN 02 Kartoharjo pada Pelajaran Pendidikan Pancasila dengan Materi Keragaman Budaya Melalui Pendekatan Culturally Responsive Teaching (CRT). Jurnal Ilmiah Pendidikan Dasar, 09(03). https://doi.org/10.23969/jp.v9i3.18026
Susilo, H., Chotimah, H., & Sari, Y. D. (2022). Penelitian Tindakan Kelas. Bayumedia Publishing.
Sya’bana, M., Hariyono, E., & Maharani, T. D. (2024). Pengaruh Pendekatan Culturally Responsive Teaching terhadap Keaktifan dan Hasil Belajar IPA. SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA, 4(2), 74–88. https://doi.org/10.51878/science.v4i2.2965
Widodo, A., Akbar, S., & Sutijo, S. (2020). Analisis nilai-nilai pendidikan karakter dalam pembelajaran pendidikan pancasila di sekolah dasar. Jurnal Pendidikan Dasar Nusantara, 2
