Penerapan Culturally Responsive Teaching Melalui Model PBL Untuk Meningkatkan Hasil Belajar Peserta Didik Kelas VII pada Materi Penyajian Data

Puja Asti Ananta, Sutji Rochaminah, Sudarsono Sudarsono

Abstract


Pendidikan yang efektif memerlukan pendekatan yang relevan dengan keberagaman budaya peserta didik, terutama untuk meningkatkan pemahaman konsep abstrak seperti penyajian data. Namun, dalam praktiknya, pembelajaran matematika sering kali bersifat monoton dan kurang mengaitkan materi dengan latar belakang budaya peserta didik, sehingga menyebabkan rendahnya hasil belajar. Penelitian ini bertujuan untuk mendeskripsikan penerapan Culturally Responsive Teaching (CRT) melalui model Problem-Based Learning (PBL) dalam meningkatkan hasil belajar peserta didik pada materi penyajian data. Penelitian ini menggunakan jenis penelitian tindakan kelas (PTK) dan dilaksanakan dalam dua siklus. Setiap siklus terdiri dari empat tahap yaitu merencanakan, melaksanakan, mengamati, dan merefleksikan. Subjek penelitian adalah peserta didik kelas VII yang berjumlah 30 orang, sedangkan instrumen yang digunakan meliputi lembar observasi dan tes hasil belajar. Hasil penelitian menunjukkan bahwa penerapan pendekatan CRT melalui model PBL secara signifikan meningkatkan hasil belajar peserta didik. Pada siklus I, terdapat 14 peserta didik (53,3%) yang mencapai ketuntasan belajar, sedangkan pada siklus II jumlah tersebut meningkat menjadi 24 peserta didik (86,7%).


Keywords


Culturally Responsive Teaching; Problem Based Learning; Hasil Belajar.

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References


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DOI: https://doi.org/10.57235/aurelia.v4i2.5563

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.