Meningkatkan Partisipasi Peserta Didik Melalui Pendekatan Culturally Responsive Teaching (CRT)

Sunita Afrianti Mahdalena; Nashrullah Nashrullah; Asma Asma

doi:10.22487/jbot.v5i1.5166

Authors

Sunita Afrianti Mahdalena Universitas Tadulako
Nashrullah Nashrullah Universitas Tadulako
Asma Asma

DOI:

https://doi.org/10.22487/jbot.v5i1.5166

Keywords:

culturally responsive teaching, student participation

Abstract

One of the main challenges in learning is the low participation of students, particularly in mathematics, which is often perceived as less engaging. This study aims to enhance student participation through the implementation of Culturally Responsive Teaching (CRT), which integrates local wisdom and students’ cultural backgrounds as learning resources. This research is a Classroom Action Research (CAR) employing a descriptive qualitative approach. Data were collected through direct observation of learning activities among 19 fifth-grade students of SD Negeri 25 Palu in the 2024/2025 academic year, conducted over two cycles. Initial observations indicated that students’ participation reached only 37%. After applying CRT,
participation increased to 58% in the first cycle and 89% in the second cycle. These findings demonstrate that connecting learning with students’ cultural backgrounds and local contexts effectively improves their activeness and engagement in mathematics learning.

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