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All Journal Walada: Journal of Primary Education El Midad: Jurnal Jurusan PGMI
Putri Zudhah Ferryka
Universitas Widya Dharma Klaten, Indonesia
Religion Education Social Sciences Other

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THE EFFECT OF THE CULTURALLY RESPONSIVE TEACHING (CRT) APPROACH ON THE MATHEMATICS LEARNING OUTCOMES IN ELEMENTARY SCHOOL Rifqi Asiah; Putri Zudhah Ferryka; Nela Rofisian
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14775

Abstract

This study aims to determine the effect of the Culturally Responsive Teaching (CRT) approach on the mathematics learning outcomes of third-grade students at SDN 2 Planggu. The CRT approach is a teaching approach that emphasizes the importance of integrating students’ cultural backgrounds into the learning process. This study employed a quantitative research design with a quasi-experimental design. The sample for this study consisted of 19 third-grade students from SDN 2 Planggu as the experimental class and 20 third-grade students from SDN 1 Canan as the control class. The results of this study indicate that, based on the descriptive analysis of the experimental class, the average pretest learning outcomes were 65.65 and the posttest 86.05, meaning there was an improvement in students’ mathematics learning outcomes using the CRT approach. Based on the descriptive analysis of the control class, the average pretest score was 59.05, and the posttest score was 79.12, indicating an improvement in students’ mathematics learning outcomes using the TPACK approach. Based on the results of the Independent Samples t-Test, the significance value (Sig., two-tailed) was 0.003 < 0.05, meaning H0 is rejected, and Ha is accepted. Thus, it can be concluded that the CRT approach has an effect on students’ mathematics learning outcomes. As the average learning outcomes in the experimental using the CRT approach were 86.05, and in the control class using the TPACK approach were 79.12, this indicates that there is a difference in mathematics learning outcomes the CRT and TPACK approaches in third-grade elementary school.
PENGARUH MEDIA PEMBELAJARAN WORDWALL TERHADAP MOTIVASI BELAJAR IPAS PESERTA DIDIK SEKOLAH DASAR Isnaeni Nur Ladzuni; Isna Rahmawati; Putri Zudhah Ferryka
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.485

Abstract

Penelitian ini dilandasi oleh minimnya motivasi belajar di mata pelajaran IPAS di sekolah dasar serta kurang optimalnya penggunaan media pembelajaran interaktif. Penelitian ini bertujuan “untuk mengetahui pengaruh media pembelajaran Wordwall terhadap motivasi belajar peserta didik kelas III SD Negeri 1 Kunden Tahun Pelajaran 2025/2026.” Metode yang diterapkan ialah kuantitatif melalui desain pre-experimental one group pretest-posttest. Sampel yang ada 22 peserta didik yang diambil menggunakan teknik sampling jenuh. Instrumen pengumpulan data berupa angket motivasi belajar, sedangkan analisis data dilangsungkan menggunakan uji statistik deskriptif dan inferensial dengan bantuan SPSS. Hasil penelitian menunjukkan bahwa penggunaan media Wordwall memberikan pengaruh yang signifikan terhadap motivasi belajar peserta didik, ditunjukkan oleh nilai koefisien determinasi sebesar 0,938 serta peningkatan skor motivasi belajar pada kategori tinggi. Selain itu, hasil uji t menunjukkan perbedaan signifikan antara sebelum dan sesudah perlakuan. Implikasi penelitian ini menunjukkan bahwa media pembelajaran Wordwall efektif digunakan untuk meningkatkan motivasi belajar peserta didik melalui pembelajaran yang interaktif dan menarik.
Co-Authors Isna Rahmawati Isnaeni Nur Ladzuni Nela Rofisian Rifqi Asiah