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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Elementaria Edukasia
Sumayanti
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The Impact of Problem-Based and Culturally Responsive Teaching on Civic Learning Achievement in Primary School Students: An Experimental Study Purnamasari, Ratih; Muhammad Arfan Fadiah; Mursida Alfitra; Siti Farah Delina; Sumayanti
Jurnal Elementaria Edukasia Vol. 9 No. 2 (2025): JUNI
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v9i2.13836

Abstract

Pancasila education in elementary schools still focuses on the cognitive aspect and has not yet fully succeeded in shaping students' behavior in accordance with Pancasila values. This reflects the need for a more contextual approach so that students can internalize these values through a love for local culture and wisdom. This study aims to examine the effect of applying the Problem-Based Learning (PBL) model combined with a Culturally Responsive Teaching (CRT) approach on the civic learning achievement of fifth-grade students at SDN Panaragan 1, Bogor City. The study employed a quasi-experimental method using a Nonequivalent Control Group Design. The subjects consisted of two groups: class VA consisting of 33 students as the experimental group receiving PBL integrated with CRT, and class VB consisting of 33 students as the control group taught using conventional methods. Data were collected through a 25-item multiple-choice test that had been previously validated and tested for reliability. The results showed that the average N-Gain score in the experimental group was 77, while the control group scored 69. A t-test revealed that the t_calculated value (2.68) was greater than the t_table value (1.99773), indicating a significant effect of integrating PBL and CRT on students' civic learning outcomes. Based on these findings, it can be concluded that the use of the PBL model combined with the CRT approach effectively enhances students' enthusiasm, participation, interest, and learning achievement in Pancasila education. Therefore, it is recommended that this integration of PBL and CRT be implemented in other classes and schools.
IMPLEMENTASI PENDEKATAN CULTURALLY RESPONSIVE TEACHING PADA PEMBELAJARAN PENDIDIKAN PANCASILA UNTUK MENINGKATKAN HASIL BELAJAR DI SD : PENELITIAN TINDAKAN KELAS Wardani, Ardita; Nuralida, Dica Asri; Sari, Alisya Widia; Purnamasari, Ratih; Sumayanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.24514

Abstract

This research is motivated by the diversity of students' social and cultural backgrounds in the learning process. Diversity or difference is not a barrier to learning; instead, it is an important element that can be utilized by teachers as a learning resource to create an inclusive learning environment. The purpose of this research is to improve student learning outcomes in the subject of Pancasila Education through the Culturally Responsive Teaching (CRT) approach. The method used is Classroom Action Research (CAR) conducted in two cycles, each consisting of the stages of planning, implementation, observation, and reflection. The research subjects were fourth-grade students at SDN Panaragan 1, Bogor City. The results of the study show an increase in learning outcomes from the pre-action stage (36.3% of students achieving mastery), to the first cycle (71.43% achieving mastery), and the second cycle (92.86% achieving mastery).The implementation of CRT was carried out by integrating local culture into the learning process through regional songs, traditional games, and interactive digital-based media. The conclusion is that the CRT approach can improve students' learning outcomes by creating more inclusive and meaningful learning experiences. Furthermore, the implementation of CRT in this study reinforces the finding that culture-based teaching can help students understand and appreciate their own cultural identity as well as that of others, thereby fostering an inclusive and harmonious learning environment.The implications of this research cover both theoretical and practical aspects. For instance, schools and teachers can enhance educators' skills in applying CRT through training or seminars, which are expected to develop outstanding and professional teachers. This study also opens opportunities for further research, suggesting that CRT can be applied not only in formal schools but also in non-formal educational institutions
Co-Authors Muhammad Arfan Fadiah Mursida Alfitra Nuralida, Dica Asri Ratih Purnamasari, Ratih Sari, Alisya Widia Siti Farah Delina Wardani, Ardita