Pembelajaran Batik Kudus Berbasis Culturally Responsive Teaching (CRT) Melalui Kolaborasi Guru Dan Pengrajin - Emaretta; Syakir (CILPA, 2026)
Abstrak Pembelajaran Seni Budaya di Sekolah Dasar sering terkendala keterbatasan waktu praktik dan sarana, kurang kontekstual dalam budaya lokal siswa, serta kurangnya kompetensi guru, sehingga diperlukan pendekatan pembelajaran yang mampu menghubungkan materi pelajaran dengan konteks budaya lokal siswa, salah satunya melalui pendekatan Culturally Responsive Teaching (CRT). Tujuan penelitian ini yaitu mendeskripsikan desain model pembelajaran seni Batik Kudus berbasis CRT melalui kolaborasi pengrajin dan guru untuk siswa, menguji kevalidan perangkat pembelajaran sebagai pendukung pelaksanaan model pembelajaran, serta menganalisis efektivitas model pembelajaran guna meningkatkan apresiasi kearifan lokal dan keterampilan membatik. Penelitian ini menggunakan mixed methods dengan jenis penelitian Research and Development (R&D) menggunakan model ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Sintaks CRT yang digunakan yaitu pendahuluan, identitas budaya, pemahaman budaya, kolaborasi, refleksi kritis, konstruksi transformatif, dan penutup. Hasil validasi menunjukkan bahwa modul memperoleh nilai kevalidan sebesar 87% dari ahli materi (validitas sangat tinggi) dan 80% dari ahli media pembelajaran (validitas tinggi), sedangkan instrumen soal evaluasi memperoleh nilai kevalidan 88% (validitas sangat tinggi). Hasil uji wilcoxon signed ranks test menunjukkan nilai sig. 0,000 < 0,05 yang menunjukkan bahwa terdapat peningkatan signifikan setelah penerapan model pembelajaran. Hasil uji N-gain menunjukkan skor 0,60 (sedang) dan persentase 60,46% yang berarti model pembelajaran tersebut cukup efektif dalam meningkatkan apresiasi kearifan lokal. Hasil tes performance menunjukkan persentase rata-rata 88% yang berarti siswa terampil dalam proses pembuatan Batik Kudus. Abstract Art and Culture learning in elementary schools is often limited by insufficient practice time and facilities, lack of contextualization with students’ local culture, and limited teacher competence. Therefore, a learning approach that connects instructional materials with local cultural contexts is needed, one of which is Culturally Responsive Teaching (CRT). This study aims to describe the design of a Kudus batik art learning model based on CRT through collaboration between craftsmen and teachers, test the validity of the learning tools, and analyze the effectiveness of the model in improving students’ appreciation of local wisdom and students' batik-making skills in elementary school students. This research uses a mixed-methods approach with Research and Development (R&D) based on the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The CRT syntax applied includes introduction, cultural identity, cultural understanding, collaboration, critical reflection, transformative construction, and closing. The validation results show that the module achieved 87% validity from content experts (very high) and 80% from media learning experts (high). The evaluation instrument obtained 88% validity (very high). The Wilcoxon signed-rank test showed a significance value of 0.000 < 0.05, indicating a significant improvement after implementation. The N-gain score was 0.60 (moderate) with 60.46% effectiveness, showing that the model is quite effective in improving students’ appreciation of local culture. The performance test showed an average score of 88%, indicating that students are highly skilled in the students' batik-making skills.