PENGARUH PENDEKATAN CULTURALLY RESPONSIVE TEACHING (CRT) TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KEAKTIFAN BELAJAR PESERTA DIDIK PADA PEMBELAJARAN IPAS DI SEKOLAH DASAR

Nabila Joti Larasati, NIM.: 2220408202 (2024) PENGARUH PENDEKATAN CULTURALLY RESPONSIVE TEACHING (CRT) TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KEAKTIFAN BELAJAR PESERTA DIDIK PADA PEMBELAJARAN IPAS DI SEKOLAH DASAR. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study is motivated by the lack of students' critical thinking skills in learning so that it has an impact on low student activeness and learning outcomes. This study aims to: 1). determine the effect of culturally responsive teaching approach on students' critical thinking skills in IPAS learning in elementary schools. 2). determine the effect of culturally responsive teaching approach on student activeness in IPAS learning in elementary schools. 3). knowing whether there is a significant influence in the use of culturally responsive teaching approach on critical thinking skills and student activeness in IPAS learning in elementary schools. This type of research is quantitative Quasi Experiment method type Nonequivalent Control Group Design. The sampling technique with total sampling obtained a sample of class IV at SD Negeri Nanggulan, Data collection instruments in this study used essay tests, questionnaires and scores. The data analysis technique of this study with prerequisite tests and MANOVA hypothesis testing. The results obtained 1). Culturally Responsive Teaching approach shows a positive and significant influence on students' critical thinking skills in learning IPAS at the elementary school level. Based on the results of the univariate test, a significance value of 0.000 was obtained which is smaller than the significance level of 0.05. Thus, in accordance with the decision-making criteria, the alternative hypothesis (Ha) is accepted. 2). Culturally Responsive Teaching approach has a positive and significant influence on students' activeness in learning IPAS at the elementary school level. The univariate test results show a significance value of 0.000, which is smaller than the significance level of 0.05. Thus, based on the decision-making criteria, the alternative hypothesis (Ha) is accepted. 3). The Culturally Responsive Teaching approach shows a positive and significant influence on critical thinking skills and student activeness in learning IPAS at the elementary school level. This is based on the results of the multivariate test analysis which produces a significance value (sig.) of 0.000, which is below the significance level of 0.05. Therefore, it can be concluded that there is a significant effect of the application of the Culturally Responsive Teaching approach on improving students' critical thinking skills and activeness in learning IPAS in elementary schools. Keywords: Culturally responsive teaching approach, critical thinking skills, engagement and IPAS.

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