Penerapan Pendekatan Culturally Responsive Teaching (CRT) terhadap Hasil Belajar Siswa Mata Pelajaran Pendidikan Pancasila Kelas IV SDN Pedurungan Kidul

Authors

  • Wahyu Muji Lestari Universitas PGRI Semarang, Indonesia
  • Siti Patonah Universitas PGRI Semarang, Indonesia

Keywords:

Pendekatan Culturally Responsive Teaching, Hasil Belajar

Abstract

Mungkin sulit bagi guru untuk mengajarkan materi kepada siswa selama proses pembelajaran, sehingga siswa memperolah hasil belajar yang kurang maksimal. Tujuan penelitian ini adalah untuk menjelaskan dan mengevaluasi penerapan pendekatan pembelajaran CRT pada mata pelajaran pendidikan Pancasila serta luarannya. Penelitian ini dilaksanakan dalam dua siklus sebagai Penelitian Tindakan Kelas (PTK), dan data yang digunakan berasal dari tes, observasi, dan wawancara. Sebelum dilakukan teknik CRT, hasil belajar siswa pada materi gotong royong dengan menggunakan model Problem Base Learning memperoleh nilai normal sebesar 75 dan ketuntasan belajar sebesar 57,75%. Ketuntasan belajar sebesar 68,75% dan hasil belajar siswa normal sebesar 78,75 menunjukkan bahwa hasil belajar siswa mulai meningkat pada siklus I. Hasil belajar siswa meningkat pada siklus II, dengan nilai rata-rata 85 dan ketuntasan belajar 87%.

 

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Published

01-08-2024

How to Cite

Lestari, W. M., & Patonah, S. (2024). Penerapan Pendekatan Culturally Responsive Teaching (CRT) terhadap Hasil Belajar Siswa Mata Pelajaran Pendidikan Pancasila Kelas IV SDN Pedurungan Kidul. Jurnal Pendidikan Tambusai, 8(2), 32510–32518. Retrieved from http://jptam.org/index.php/jptam/article/view/18383

Issue

Vol. 8 No. 2 (2024)

Section

Articles of Research

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