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All Journal PeTeKa SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA
MAHARANI, TETY DWI
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PENGARUH PENDEKATAN CULTURALLY RESPONSIVE TEACHING TERHADAP KEAKTIFAN DAN HASIL BELAJAR IPA SYA’BANA, MALIHA; HARIYONO, EKO; MAHARANI, TETY DWI
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 4 No. 2 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v4i2.2965

Abstract

This research focuses on students' lack of interest in actively participating in the learning process. This study aims to determine how students' activeness and learning outcomes in science content are affected by the Culturally Responsive Teaching (CRT) approach. This research is included in the type of classroom action research which includes a class of 28 seventh-grade junior high school students. Research data was obtained by classroom observation and written tests at each stage. According to the study's findings, students who were actively engaged in the learning process performed better and had better learning outcomes. This research shows that the CRT approach has a positive influence on students' activeness in participating in learning and student learning outcomes. Learning with the CRT approach is an innovation in conducting learning so that the science learning process becomes more interesting and meaningful by integrating real experiences that students have encountered which are adapted to science learning materials. ABSTRAKPenelitian ini berfokus pada rendahnya ketertarikan perserta didik untuk belajar secara aktif dalam proses pembelajaran. Tujuan dilakukannya penelitian ini untuk mengetahui bagaimana pengaruh pendekatan Culturally Responsive Teaching (CRT) terhadap keaktifan peserta didik dan hasil belajarnya pada materi IPA. Penelitian ini termasuk dalam jenis penelitian tindakan kelas yang melibatkan satu kelas sebanyak 28 peserta didik tingkat SMP kelas VII. Data penelitian diperoleh dengan tindakan observasi kelas dan tes tertulis pada setiap tahapan. Hasil penelitian diperoleh adanya peningkatan keaktifan peserta didik yang terlibat secara aktif dalam proses pembelajaran dan juga peningkatan hasil belajarnya. Dari penelitian ini menunjukkan bahwa pendekatan CRT memberikan pengaruh positif terhadap keaktifan peserta didik dalam mengikuti pembelajaran dan hasil belajar peserta didik. Pembelajaran dengan pendekatan CRT merupakan inovasi dalam melakukan pembelajaran agar proses belajar IPA menjadi lebih menarik dan bermakna dengan mengintegrasikan pengalaman nyata yang pernah dijumpai peserta didik yang disesuaikan materi pelajaran IPA.
OPTIMALISASI AKTIVITAS DAN HASIL BELAJAR IPA PESERTA DIDIK MELALUI MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA AUDIO VISUAL Sultanni, Mahdinian Sri; Hariyono, Eko; Maharani, Tety Dwi
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 7, No 3 (2024): PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Publish
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v7i3.316-328

Abstract

Learning activities are placed as an influence on developing potential, self-control, spiritual strength and the skills needed to benefit fellow individuals. Learning strategies require collaboration with students' learning styles to support exploring their potential. The low science learning outcomes obtained during observations were caused by the use of learning models that were not based on students' learning styles. The aim of this research is to optimize students' science learning activities and outcomes through the Problem Based Learning model assisted by audio-visual media. This type of research is included in the Classroom Action Research (PTK) category with the subject being students in class VII C of SMP Negeri 2 Lamongan for the 2023/2024 academic year. Data collection techniques use observation, tests and documentation. The results of the research showed that in cycle 1 the percentage of students' learning activities was 74% and learning outcomes were 75%. The reflection stage obtained in cycle 1 became a provision in perfecting learning activities in cycle 2, so that the percentage obtained from cycle 2 regarding students' learning activities increased to 92% and student learning outcomes are 89%. It can be seen from the percentage obtained in cycle 2 that it has reached the classical limit set by the researcher. This shows that science learning using the Problem Based Learning learning model assisted by audio-visual media has a positive impact in optimizing students' activities and learning outcomes.
Co-Authors Hariyono, Eko Sultanni, Mahdinian Sri SYA’BANA, MALIHA