Penerapan Pendekatan Culturally Responsive Teaching (CRT) untuk Meningkatkan Kemampuan Diskusi Peserta Didik Kelas VIII F SMPN 17 Malang pada Materi Wawasan Nusantara

Abstract

This study aims to improve students' abilities in learning Pancasila Education, especially in the material of the Archipelago Insight, through the application of the Culturally Responsive Teaching (CRT) approach. The problem underlying this study is the low discussion participation of class VIII-F students of SMP Negeri 17 Malang, where only about 55% of students are active in group discussion activities. The CRT approach was chosen because it emphasizes the importance of the connection between teaching materials with cultural backgrounds, life experiences, and communication methods of students, so as to create an inclusive, relevant, and meaningful learning atmosphere. This study is a Classroom Action Research (CAR) carried out in two cycles, each including the planning, implementation, observation, and reflection stages. The research subjects were 32 class VIII-F students. Data collection techniques used discussion participation observation sheets, student response questionnaires, and field notes. The results of the study showed a significant increase in discussion abilities and participation. In cycle I, the discussion participation rate reached 56%, and increased to 81% in cycle II after improvements to the CRT-based learning strategy, such as the use of relevant local topics
and the formation of discussion groups that took into account classroom social dynamics. Furthermore, questionnaire results showed that the majority of students felt more confident
and motivated during discussions because their personal experiences were considered important to the learning process. Therefore, it can be concluded that the implementation of the Culturally Responsive Teaching approach is effective in improving students' discussion skills in learning about the Indonesian Archipelago. This approach is recommended to be integrated continuously into the learning process to build a participatory discussion space, respect diversity, and strengthen the understanding of national values.