Peningkatan Hasil Belajar IPAS dengan Pendekatan Culturally Responsive Teaching Siswa Kelas 5C SDN 55 Palembang
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Penelitian ini bertujuan untuk mengevaluasi efektivitas pendekatan Culturally Responsive Teaching (CRT) dalam meningkatkan hasil belajar peserta didik pada mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di kelas 5C SDN 55 Palembang. Pendekatan CRT dipilih untuk menjawab permasalahan rendahnya keterlibatan dan capaian kognitif siswa akibat metode pembelajaran konvensional yang belum mempertimbangkan latar belakang budaya peserta didik. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Data dikumpulkan melalui observasi, tes hasil belajar, dan dokumentasi. Hasil penelitian menunjukkan peningkatan signifikan pada persentase peserta didik yang mencapai Kriteria Ketuntasan Target Pembelajaran (KKTP): dari 3,70% pada pra-siklus, menjadi 62,96% pada siklus pertama, dan 85,18% pada siklus kedua. Pendekatan CRT terbukti meningkatkan motivasi, keterlibatan, serta pemahaman konseptual siswa melalui integrasi nilai budaya lokal ke dalam materi pembelajaran. Penelitian ini menegaskan pentingnya strategi pembelajaran yang inklusif dan kontekstual serta memberikan bukti empiris tentang efektivitas CRT dalam mewujudkan tujuan Kurikulum Merdeka dan filosofi Ki Hadjar Dewantara. Temuan ini diharapkan dapat menjadi acuan bagi guru dan pembuat kebijakan dalam menerapkan pembelajaran berbasis budaya di tingkat sekolah dasar.
Improving Learning Outcomes through the Culturally Responsive Teaching Approach in IPAS for Grade 5C Students at SDN 55 Palembang
This study aimed to evaluate the effectiveness of the Culturally Responsive Teaching (CRT) approach in improving student learning outcomes in the Integrated Science and Social Studies (IPAS) subject for Grade 5C students at SDN 55 Palembang. CRT was applied to address the lack of student engagement and low cognitive achievement caused by conventional, teacher-centered methods that overlooked students’ cultural backgrounds. The research utilized a Classroom Action Research (CAR) method conducted over two cycles. Data were collected through observation, learning outcome tests, and documentation. Findings revealed a significant increase in students achieving the Learning Mastery Criteria (KKTP): from 3.70% in the pre-cycle to 62.96% in Cycle I and 85.18% in Cycle II. CRT was proven to enhance student motivation, engagement, and conceptual understanding by integrating local cultural values into learning materials. This study emphasizes the importance of inclusive, contextualized pedagogy and provides empirical evidence supporting CRT's effectiveness in realizing the goals of the Independent Curriculum and the educational philosophy of Ki Hadjar Dewantara. The results may serve as practical guidance for teachers and policymakers to adopt culturally-based instruction in elementary education.
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