Pendekatan Culturally Responsive Teaching dalam Pembelajaran Bahasa Indonesia - Phya Forenja; Denni Iskandar; Ramli Ramli (Jurusan Tadris Bahasa Indonesia, 2025)
Pendekatan Culturally Responsive Teaching (CRT) menjadi semakin relevan di tengah dinamika keberagaman budaya dalam pendidikan, termasuk di Indonesia. Namun, penerapannya dalam pembelajaran Bahasa Indonesia masih relatif jarang dikaji secara mendalam, terutama dibandingkan dengan mata pelajaran lain seperti sains dan matematika. Tujuan penelitian adalah untuk mendeskripsikan perencanaan, pelaksanaan, dan evaluasi pendekatan CRT dalam pembelajaran Bahasa Indonesia di SMP Negeri 5 Seunagan, Kabupaten Nagan Raya, Aceh. Studi ini menerapkan pendekatan kualitatif dengan desain deskriptif. Data diperoleh melalui teknik observasi langsung, wawancara mendalam, serta analisis dokumen. Subjek penelitian mencakup satu orang guru Bahasa Indonesia dan siswa kelas VIII.3. Hasil penelitian menunjukkan bahwa: (1) perencanaan pembelajaran berbasis CRT telah dilakukan dengan sangat baik. Hal ini ditunjukkan melalui integrasi budaya lokal ke dalam modul ajar dan keterpaduan dengan nilai-nilai Profil Pelajar Pancasila; (2) pelaksanaan pembelajaran berlangsung secara inklusif. Hal ini dapat diketahui dengan guru memberi ruang bagi siswa untuk berbagi pengalaman budaya serta memanfaatkan media berbasis budaya lokal; dan (3) evaluasi pembelajaran dilakukan melalui metode proyek yang memungkinkan ekspresi kreatif siswa dalam konteks budaya. Namun demikian, keterlibatan siswa dalam merumuskan kriteria penilaian masih terbatas. Temuan ini menunjukkan bahwa penerapan CRT berkontribusi positif terhadap terciptanya pembelajaran Bahasa Indonesia yang lebih kontekstual, inklusif, dan bermakna. Hasil penelitian ini berimplikasi pada pentingnya pelatihan CRT bagi guru Bahasa Indonesia serta perlunya dukungan pengembangan modul ajar berbasis kearifan lokal dari pemerintah. Selain itu, perencanaan remedial dan evaluasi yang lebih adaptif terhadap keberagaman budaya siswa perlu diperkuat untuk meningkatkan kualitas pembelajaran yang berkeadilan.Culturally Responsive Teaching Approach in Indonesian Language LearningThe Culturally Responsive Teaching (CRT) approach is becoming increasingly relevant amidst the dynamics of cultural diversity in education, including in Indonesia. However, its application in Indonesian language learning is still relatively rarely studied in depth, especially compared to other subjects such as science and mathematics. The purpose of this study is to describe the planning, implementation, and evaluation of the CRT approach in Indonesian language learning at SMP Negeri 5 Seunagan, Nagan Raya Regency, Aceh. This study applies a qualitative approach with a descriptive design. Data were obtained through direct observation, in-depth interviews, and document analysis. The research subjects included one Indonesian language teacher and students in grade VIII.3. The results of the study indicate that: (1) CRT-based learning planning has been carried out very well. This is demonstrated through the integration of local culture into the teaching modules and integration with the values of the Pancasila Student Profile; (2) the implementation of learning takes place inclusively. This can be seen in the teacher providing space for students to share their cultural experiences and utilizing local culture-based media, and (3) learning evaluation is carried out through a project method that allows students to express their creativity in a cultural context. However, student involvement in formulating assessment criteria is still limited. These findings indicate that the implementation of CRT positively contributes to creating more contextual, inclusive, and meaningful Indonesian language learning. These findings imply the importance of CRT training for Indonesian language teachers and the need for government support for the development of local wisdom-based teaching modules. Furthermore, remedial planning and evaluation that are more adaptive to students' cultural diversity need to be strengthened to improve the quality of equitable learning.