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All Journal EKSAKTA : Jurnal Penelitian dan Pembelajaran MIPA PeTeKa Indonesian Journal of Education and Mathematical Science Journal Mathematics Education Sigma [JMES]
Sagala, Pehulysa
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Agriculture, Biological Sciences & Forestry Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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Implementation of Problem Based Learning (PBL) Learning Model Integrated with Culturally Responsive Teaching (CRT) to Increase Motivation to Learn Mathematics Nurhalizah, Siti; Sagala, Pehulysa; Nasution, Amanda Syahri; Panjaitan, Dedy Juliandri; Zebua, Mesra Belinda
Indonesian Journal of Education and Mathematical Science Vol 6, No 1 (2025)
Publisher : Universitas Muhammadiyah Sumatera Utara (UMSU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijems.v6i1.21466

Abstract

This study was conducted to improve the quality of learning in the classroom, low motivation in Mathematics subjects in class X DKV 1 SMK Negeri 10 Medan. Through observation that students have low learning motivation. Learning that is carried out continuously without innovation makes the level of student motivation low, with this study the researcher combines the Problem Based Learning (PBL) learning model with the Culturally Responsive Teaching (CRT) approach. This type of research is classroom action research which is carried out in 2 cycles. The subjects of the study were 33 students. The data taken were in the form of observations and questionnaires. The results of the study showed that there was an increase in student learning motivation of 19% which was obtained through a motivation questionnaire based on student learning motivation indicators. Significant results can be seen from the percentage obtained during cycle I which was only 61%, while in cycle II it was 80%. This shows that the implementation of the Problem Based Learning (PBL) model integrated with Culturally Responsive Teaching (CRT) can increase students' motivation to learn mathematics so that learning becomes more innovative and enjoyable.Keyword: Learning Model, PBL, CRT, Motivation, Mathematics
Meningkatkan Keaktifan Belajar Matematika Siswa Melalui Model Problem Based Learning (PBL) Dengan Pendekatan Culturally Responsive Teaching (CRT) Fadillah, Jihan Husna; Sagala, Pehulysa; Nasution, Amanda Syahri; Hidayat, Hidayat; Hutasoit, Srikanti
Journal Mathematics Education Sigma [JMES] Vol 6, No 1 (2025): JOURNAL MATHEMATICS EDUCATION SIGMA
Publisher : Journal Mathematics Education Sigma [JMES]

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmes.v6i1.21235

Abstract

Keaktifan belajar pada siswa saat proses pembelajaran dilaksanakan belum melaksanakan tugas belajar dan mengeluarkan pendapat yang baik. Penelitian ini bertujuan untuk meningkatkan keaktifan belajar matematika menggunakan model Problem Based Learning (PBL) dengan pendekatan Culturally Responsive Teaching (CRT). Penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Subjek penelitian kelas X DKV-3 SMK Negeri 10 medan dengan 36 peserta didik. Penelitian ini terdiri dari 2 siklus. Terdiri dari 4 tahapan, yaitu tahap planning (perencanaan), action (pelaksanaan), observing (pengamatan), dan reflection (refleksi). Teknik pengumpulan data yang digunakan dalam penelitian ini adalah observasi peserta didik selama kegiatan pembelajaran berlangsung. Instrumen penelitian yang digunakan yaitu lembar observasi keaktifan belajar peserta didik. Teknik analisis data yang dilakukan menentukan persentase keaktifan belajar peserta didik dari data observasi dan lembar keaktifan belajar matematika. Hasil penelitian yang diperoleh yaitu, mengalami peningkatan keaktifan belajar matematika peserta didik dengan menggunakan model PBL dengan pendekatan CRT. Peningkatan keaktifan belajar matematika peserta didik pada tahap pra siklus diperoleh persentase keaktifan belajar peserta didik sebesar 41,31%, kemudian pada siklus I persentase keaktifan belajar peserta didik diperoleh sebesar 62,93% dan pada siklus II persentase keaktifan belajar peserta didik diperoleh sebesar 82,55%.
PENERAPAN PENDEKATAN CULTURALLY RESPONSIVE TEACHING (CRT) DENGAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK Awalia, Nurhafipah; Sagala, Pehulysa; Syahri Nasution, Amanda; Siregar, Nurhafni; Arya Ihsan, Muhammad
Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 10, No 1 (2025): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/eksakta.v10i1.140-148

Abstract

Tujuan penelitian ini yakni untuk mengetahui keberhasilan penerapan pendekatan Culturally Responsive Teaching (CRT) dengan model Problem Based Learning (PBL) yang dapat meningkatkan kemampuan berpikir kritis peserta didik kelas X DKV 2 SMK Negeri 10 Medan. Jenis penelitian ini adalah penelitian tindakan kelas. Teknik pengumpulan data menggunakan hasil asesmen sumatif. Berdasarkan dari hasil asesmen diagnostik yang telah dilakukan menunjukkan hasil sebesar 61,32%. Setelah dilakukan tindakan hasil penelitian menunjukkan bahwa adanya peningkatan kemampuan berpikir kritis dilihat dari hasil asesmen sumatif pada siklus I yaitu 73,86%. Kemudian jika dilihat dari hasil asesmen sumatif pada siklus II mendapat hasil sebesar 84,75%.. Oleh karena itu, pembelajaran menggunakan pendekatan Culturally Responsive Teaching (CRT) dengan model Problem Based Learning (PBL) dapat meningkatkan kemampuan berpikir kritis pada peserta didik kelas X DKV 2 SMK Negeri 10 Medan.
INTEGRASI NILAI-NILAI BUDAYA LOKAL DALAM PEMBELAJARAN MATEMATIKA UNTUK MENINGKATKAN MINAT BELAJAR SISWA Siregar, Yasril Efendi Hamdy; Sagala, Pehulysa; Nasution, Amanda Syahri; Siregar, Nurhafni; Purba, Agnes Lucyana
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 8, No 3 (2025): PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran)
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v8i3.945-950

Abstract

This study aims to increase students' interest in learning mathematics on the topic of exponential functions through the Culturally Responsive Teaching (CRT) approach by integrating Batak cultural values. This classroom action research was conducted in class X DKV 1 SMKN 10 Medan in the first semester of the 2024/2025 academic year. The research used the Kemmis and McTaggart model consisting of four stages: planning, action, observation, and reflection. The instruments used were learning interest questionnaires and observation sheets. Data were analyzed quantitatively and qualitatively. The results showed an increase in students' learning interest from 67.82% in the pre-cycle to 74.59% in cycle I, and further to 83.53% in cycle II. Learning integrated with local culture proved to make abstract material more contextual and meaningful, and increased student participation and enthusiasm. These findings support the effectiveness of the CRT approach in bridging abstract content with students' cultural experience while fostering 21st-century skills.
Co-Authors Arya Ihsan, Muhammad Awalia, Nurhafipah Dedy Juliandri Panjaitan Fadillah, Jihan Husna Hidayat Hidayat Hutasoit, Srikanti Nasution, Amanda Syahri Nurhafni Siregar Nurhalizah, Siti Purba, Agnes Lucyana Siregar, Yasril Efendi Hamdy Syahri Nasution, Amanda Zebua, Mesra Belinda