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CULTURALLY RESPONSIVE TEACHING DALAM IMPLEMENTASI MANAJEMEN KURIKULUM BERBASIS BUDAYA LOKAL DI SD TAMANSISWA JETIS YOGYAKARTA
Globalization influences changes in cultural values among the younger generation. To address this challenge, education needs to become a means of preserving local culture through curriculum and learning that are relevant to students' lives. The Culturally Responsive Teaching (CRT) approach is a learning strategy that respects cultural diversity, fosters character development, and enhances student engagement. This study aims to analyze the structure of the local culture-based curriculum at Tamansiswa Jetis Elementary SchoolYogyakarta, and how the implementation of local culture-based curriculum management through the culturally responsive teaching approach at Tamansiswa Jetis Elementary School Yogyakarta, and the implications of implementing local culture-based curriculum management on student character at Tamansiswa Jetis Elementary School, Yogyakarta. This research employs a qualitative descriptive approach in a field study. Data were collected through interviews, observation, and documentation. The data analysis employed by Miles, Huberman, and Saldana consisted of data condensation, data presentation, and concluding. Data validity was tested using source retrieval and triangulation techniques. This study found that the curriculum structure at Tamansiswa Jetis Elementary School integrates local cultural values into learning objectives, content, learning activities, including media and teaching methods, and learning evaluation. The implementation of CRT in curriculum management is carried out through four primary management functions: planning, organizing, implementing, and evaluating. Planning involves cultural themes with student learning materials to ensure a cohesive approach. Organization involves task allocation among teachers, subject allocation, and support for school policies. Implementation involves directly integrating local culture into various subjects and other activities by CRT principles, along with comprehensive evaluation through documentation, learning reflection, and student attitude assessment. The implementation of CRT in local culture-based curriculum management has positive implications. The characters that develop are evident in the form of manners in language, typical cultural gestures, ngajeni or respect, and manners in Javanese culture, including not stepping over the gamelan. This also involves preserving Javanese culture through mewiru jarik, cooperation, deliberation, empathy, and responsibility.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
NIM.: 23204091002 Maryam Ratnaningsih Luhurbudi
CULTURALLY RESPONSIVE TEACHING DALAM IMPLEMENTASI MANAJEMEN KURIKULUM BERBASIS BUDAYA LOKAL DI SD TAMANSISWA JETIS YOGYAKARTA (Text)
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