Apllication of Problem-Based Learning with a Culturally Responsive Teaching Approach to Improve Mathematics Learning Outcomes at Junior High School
Keywords:
Culturally Responsive Teaching, Learning Outcomes, Mathematics, Problem-Based LearningAbstract
This research is in the form of classroom action research which aims to improve mathematics learning outcomes for students by implementing the Problem Based Learning learning model and the approach used, namely Culturally Responsive Teaching. This research was carried out in two cycles, each of which contained planning, action, observation and reflection stages. The subjects in this research were 31 students in class VII H of SMP N 2 Salatiga. Data sources were obtained from teachers and students through observation methods, evaluation tests and documentation. By using qualitative descriptive data analysis techniques, the research results show that there is an increase in mathematics learning outcomes for students at the stages of the cycle carried out. Classically, 31 students before the action (pre-cycle) showed learning outcomes of 32.26%, then in cycle I showed learning outcomes of 61.30% and in cycle II showed learning outcomes of 83.87%. Classroom action research by applying the Problem Based Learning learning model with a Culturally Responsive Teaching approach can be concluded as successful in efforts to improve students' mathematics learning outcomes because based on the results it can be seen that the percentage of success indicators has been achieved, namely more than 75%, so that this value exceeds the KKM or 75.
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