<![CDATA[Solving problems in flat-sided geometric material will go through stages called representing the problem according to the student's abilities. Therefore, teachers must provide questions or LKPD that give students their imagination first before looking for appropriate solutions to contextual problems, so it is very possible to use the Culturally Responsive Teaching (CRT) approach. This research uses a type of experiment in the form of Classroom Action Research (PTK). The population of this research is SMPN 2 Pamekasan and the sample of this research is class VIII. This research instrument uses contextual questions and interviews. The results of this research. The mathematical representation of students in this research in the very good and good categories experienced a significant increase, especially in cycle II. In visual, verbal and symbolic representations, each representation experiences an increase in each cycle. So that students' abilities in representing problems mathematically in this research have greatly improved. Meanwhile, for student learning outcomes. It is proven that there is an increase in the average score of students achieving the KTTP set at school and an increase in students' learning completeness. The average score of students is 57.5 (pre cycle), 69 (cycle I), 80 (cycle II). The percentage of students' learning completeness is 37.5% (pre cycle), 59.4% (cycle I), 72% (cycle II).]]>
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