<![CDATA[The selection of instructional methods implemented by educators can influence students’ learning activities. This study aims to examine the application of the Culturally Responsive Teaching (CRT) method through the Problem-Based Learning (PBL) model in fostering mathematics learning engagement among Grade X students at SMA Muhammadiyah 03 Jember. The subjects of this study were 31 students from class X.D at SMA Muhammadiyah 03 Jember in the 2024/2025 academic year. This research employed a Classroom Action Research (CAR) approach consisting of two cycles. Each cycle included four stages: planning, implementation, observation, and reflection. Data collection methods involved tests, observations, and documentation. The study's findings showed that students' learning activity in the pre-cycle was still in the low category, with a percentage of 51.01%. In the first cycle, it increased to a moderate level of activity with a percentage of 67.74%, and in the second cycle, it further rose to a high activity level with a percentage of 79.54%. Based on these findings, it can be concluded that the implementation of Culturally Responsive Teaching (CRT) combined with the Problem-Based Learning (PBL) model can enhance the engagement of students in class X.D, particularly in the topic of presenting single and grouped data in mathematics. ABSTRAKPemilihan metode pembelajaran yang dilaksanakan oleh pendidik bisa mempengaruhi kegiatan belajar peserta didik. Studi ini bertujuan guna mengetahui pengaplikasian metode Cultutally Responsive Teaching (CRT) melalui model Problem Based Learning (PBL) dalam menumbuhkan aktivitas belajar matematika peserta didik kelas X SMA Muhammadiyah 03 Jember. Subjek dalam studi ini merupakan murid kelas X.D SMA Muhammadiyah 03 Jember tahun pelajaran 2024/2025 yang totalnya 31 siswa. Studi ini menerapkan metode PTK (Penelitian tindakan kelas) beserta dua siklus. Masing-masing siklusnya berisikan empat tahapan yakni pelaksanaan, penyusunan, pengamatan, serta kontemplasi. Metode penghimpunan datanya memanfaatkan teknik tes, pengamatan, serta pendataan. Temuan studi memperlihatkan bahwasanya aktivitas belajar siswa dalam pra-siklus masih ada dalam kategori aktivitas rendah yaitu dengan persentase 51,01%, kemudian dalam siklus I meningkat kedalam kategori aktivitas cukup dengan persentase 67,74%, serta di siklus kedua kembali naik jadi golongan aktivitas tinggi beserta persentase 79,54%. Menurut temuannya tersebut bisa ditarik kesimpulan bahwasanya pengaplikasian metode pembelajaran Culturally Responsive Teaching (CRT) dengan model pembelajaran PBL (Problem Based Learning) bisa menumbuhkan keaktifan siswa kelas X.D dalam materi penyajian data tunggal dan kelompok.]]>
