PENERAPAN PENDEKATAN CULTURALLY RESPONSIVE TEACHING UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS VII SMPN 15 PALU PADA MATERI FAKTORISASI PRIMA - Sutji Rochaminah; Mirnawati Mirnawati; Zahariati Zahariati (Universitas Lambung Mangkurat, 2025)
Abstrak: Penelitian ini bertujuan memperoleh deskripsi penerapan pendekatan Culturally Responsive Teaching untuk meningkatkan hasil belajar siswa kelas VII SMPN 15 Palu pada materi Faktorisasi Prima. Subjek penelitian ini adalah siswa kelas VII B SMPN 15 Palu yang berjumlah 31 orang. Penelitian ini adalah Penelitian Tindakan Kelas yang mengacu pada desain penelitian Kemmis dan Mc. Taggart. Data dikumpulkan melalui observasi, angket suku-budaya siswa, dan tes tertulis. Penelitian ini dilaksanakan dalam dua siklus dengan menerapkan pendekatan CRT yang mengikuti sintaks model PBL. Pada fase 1, siswa diperkenalkan dengan masalah kontekstual yang terintegrasi dengan makanan tradisional kue Tetu dan tarian tradisional Pamonte dan Pontanu. Sedangkan pada fase 2, siswa dikelompokkan secara heterogen berdasarkan suku budaya. Hasil analisis data diperoleh persentase ketuntasan hasil belajar siswa pada prasiklus sebesar 45%, siklus I sebesar 61%, dan siklus II sebesar 87%. Hasil ini menunjukkan bahwa penerapan pendekatan Culturally Responsive Teaching dapat meningkatkan hasil belajar siswa kelas VII SMPN 15 Palu pada materi Faktorisasi Prima. Kata kunci: Culturally Responsive Teaching, Hasil Belajar, Faktorisasi Prima Abstract: This research aimed to obtain a description of the application of the Culturally Responsive Teaching approach to improving the learning outcomes of class VII students at SMPN 15 Palu on Prime Factorization material. The subjects of this research were 31 students of class VII B at SMPN 15 Palu. This research is Classroom Action Research, which refers to the research design of Kemmis and Mc. Taggart. Data was collected through observation, student ethno-cultural questionnaires, and written tests. This research was carried out in two cycles by applying the CRT approach, which follows the syntax of the PBL model. In the first phase, students are introduced to contextual problems integrated with the traditional food Tetu cake and traditional Pamonte and Pontanu dances. Meanwhile, in the second phase, students collaborate heterogeneously based on ethnicity and culture. The results of data analysis showed that the percentage of completeness of student learning outcomes in the pre-cycle was 45%, the first cycle was 61%, and the second cycle was 87%. These results indicate that applying the Culturally Responsive Teaching approach can improve the learning outcomes of class VII students at SMPN 15 Palu on Prime Factorization material. Keywords: Culturally Responsive Teaching, Learning Outcomes, Prime Factorization