Penerapan Pendekatan Culturally Responsive Teaching (CRT) dalam Pembelajaran Teks Prosedur Kelas V SDN Pondok 02
DOI:
https://doi.org/10.24114/jgk.v9i4.69458Keywords:
Culturally Responsive Teaching, Teks Prosedur, Pembelajaran Berbasis BudayaAbstract
Penelitian ini bertujuan untuk menganalisis penerapan pendekatan Culturally Responsive Teaching (CRT) dalam pembelajaran teks prosedur di kelas V SDN Pondok 02. Pendekatan CRT menekankan pengintegrasian budaya lokal dalam proses pembelajaran agar lebih kontekstual bagi peserta didiksert. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data berupa observasi dan wawancara dengan guru serta peserta didik mengenai penerapan CRT. Dalam pembelajaran, peserta didik diajak mengunjungi sentra industri pembuatan gitar untuk mengamati langsung proses produksi dan melakukan wawancara dengan pengrajin. Hasil penelitian menunjukkan bahwa penerapan CRT membantu meningkatkan pemahaman peserta didik terhadap teks prosedur serta keterlibatan aktif mereka dalam proses pembelajaran. Melalui pengalaman langsung, peserta didik dapat menyusun teks prosedur dengan lebih sistematis dan logis. Selain itu, strategi ini juga mendorong peserta didik untuk lebih menghargai keterampilan dan budaya lokal di lingkungan mereka. Kesimpulannya, penerapan CRT dalam pembelajaran teks prosedur tidak hanya meningkatkan hasil belajar peserta didik, tetapi juga membangun kesadaran mereka terhadap nilai-nilai budaya dan keberagaman sosial.References
Anlimachie, M. A., Abreh, M. K., Acheampong, D. Y., Samuel, B., Alluake, S., & Newman, D. (2025). Enacting culturally responsive pedagogy for rural schooling in Ghana: A school-community-based enquiry. Pedagogy, Culture & Society, 33(1), 141–159. https://doi.org/10.1080/14681366.2023.2205861
Berlian, Z., & Huda, M. (2022). Reflecting Culturally Responsive and Communicative Teaching (CRCT) through Partnership Commitment. Education Sciences, 12(5), 295. https://doi.org/10.3390/educsci12050295
Birdman, J., Redman, A., & Lang, D. J. (2021). Pushing the boundaries: experience-based learning in early phases of graduate sustainability curricula. International Journal of Sustainability in Higher Education, 22(2), 237–253. https://doi.org/10.1108/IJSHE-08-2019-0242
Birhan, W., Shiferaw, G., Amsalu, A., Tamiru, M., & Tiruye, H. (2021). Exploring the context of teaching character education to children in preprimary and primary schools. Social Sciences & Humanities Open, 4(1), 100171. https://doi.org/10.1016/j.ssaho.2021.100171
Carolina, H. S., Riandi, R., & Rochintaniawati, D. (2024). Integrasi Potensi Lokal dalam Implementasi Kurikulum Merdeka. Al Jahiz: Journal of Biology Education Research, 5(2), 125–137. https://doi.org/10.32332/al-jahiz.v5i2.9413
Chang, W.-C., & Viesca, K. M. (2022). Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP): A Critical Review of Research. Teachers College Record: The Voice of Scholarship in Education, 124(2), 197–224. https://doi.org/10.1177/01614681221086676
Copeland Solas, E., & Kamalodeen, V. (2022). Culturally Relevant Pedagogies (CRP) and Culturally Responsive Teaching (CRT) in Science Education: Black Success Stories in Ontario. Canadian Journal of Science, Mathematics and Technology Education, 22(4), 796–817. https://doi.org/10.1007/s42330-022-00236-z
Daryanes, F., Darmadi, D., Fikri, K., Sayuti, I., Rusandi, M. A., & Situmorang, D. D. B. (2023). The development of articulate storyline interactive learning media based on case methods to train student’s problem-solving ability. Heliyon, 9(4), e15082. https://doi.org/10.1016/j.heliyon.2023.e15082
Fitriah, L., Gaol, M. E. L., Cahyanti, N. R., Yamalia, N., Maharani, N., Iriani, I. T., & Surayanah, S. (2024). Pembelajaran Berbasis Pendekatan Culturally Responsive Teaching Di Sekolah Dasar. JoLLA Journal of Language Literature and Arts, 4(6), 643–650. https://doi.org/10.17977/um064v4i62024p643-650
Ghasemi, F. (2022). Exploring middle school teachers’ perceptions of factors affecting the teacher–student relationships. Educational Research for Policy and Practice, 21(2), 201–216. https://doi.org/10.1007/s10671-021-09300-1
Gibson, D., Kovanovic, V., Ifenthaler, D., Dexter, S., & Feng, S. (2023). Learning theories for artificial intelligence promoting learning processes. British Journal of Educational Technology, 54(5), 1125–1146. https://doi.org/10.1111/bjet.13341
Guan, T., Luo, N., & Matsunobu, K. (2023). Nurturing student ethnic identity through culturally responsive music teaching in China. International Journal of Music Education, 41(4), 598–615. https://doi.org/10.1177/02557614221132550
Harris, V. W., Anderson, J., & Visconti, B. (2022). Social emotional ability development (SEAD): An integrated model of practical emotion-based competencies. Motivation and Emotion, 46(2), 226–253. https://doi.org/10.1007/s11031-021-09922-1
Huang, Y., Wang, W., Lee, H., Lin, C., & Wu, T. (2024). Empowering virtual reality with feedback and reflection in hands‐on learning: Effect of learning engagement and higher‐order thinking. Journal of Computer Assisted Learning, 40(4), 1413–1427. https://doi.org/10.1111/jcal.12959
Ida Indriyana, Siti Ulfiyani, Tutik Naviatun, & Arisul Ulumuddin. (2024). PENERAPAN PENDEKATAN CRT DALAM PEMBELAJARAN MENULIS PUISI BERBASIS BUDAYA SEMARANG KELAS X-10 DI SMAN 8 SEMARANG. Jurnal Pembahsi (Pembelajaran Bahasa Dan Sastra Indonesia), 14(2), 177–185. https://doi.org/10.31851/pembahsi.v14i2.16220
Karim, A., Kartiko, A., Daulay, D. E., & Kumalasari, I. D. (2021). The Effect of The Supervision of The Principal and The Professional Competency of Teachers on Teacher Performance in Private MI in Pacet District. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 6(3), 497–512. https://doi.org/10.31538/ndh.v6i3.1686
Kondo, C. S. (2022). Walking the Talk: Employing Culturally Relevant Pedagogy in Teacher Education. Teachers College Record: The Voice of Scholarship in Education, 124(4), 65–94. https://doi.org/10.1177/01614681221096797
Kong, D., Zou, M., & Chen, J. (2022). English as a foreign language teacher engagement with culturally responsive teaching in rural schools: Insights from China. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.990363
Kumi‐Yeboah, A., & Amponsah, S. (2023). An exploratory study of instructors’ perceptions on inclusion of culturally responsive pedagogy in online education. British Journal of Educational Technology, 54(4), 878–897. https://doi.org/10.1111/bjet.13299
Lee, H.-Y., Wu, T.-T., Lin, C.-J., Wang, W.-S., & Huang, Y.-M. (2024). Integrating Computational Thinking Into Scaffolding Learning: An Innovative Approach to Enhance Science, Technology, Engineering, and Mathematics Hands-On Learning. Journal of Educational Computing Research, 62(2), 211–247. https://doi.org/10.1177/07356331231211916
Lee, N., & Jo, M. (2023). Exploring problem-based learning curricula in the metaverse: The hospitality students’ perspective. Journal of Hospitality, Leisure, Sport & Tourism Education, 32, 100427. https://doi.org/10.1016/j.jhlste.2023.100427
Mushawir, A., Arqam, M. L., Rambe, M. S., & Lubis, R. (2025). Understanding the Role of Educators: Teachers’ Awareness of Character Education in Indonesia. Urwatul Wutsqo: Jurnal Studi Kependidikan Dan Keislaman, 14(1), 180–195. https://doi.org/10.54437/urwatulwutsqo.v14i1.2014
Muthmainnah, Ibna Seraj, P. M., & Oteir, I. (2022). Playing with AI to Investigate Human-Computer Interaction Technology and Improving Critical Thinking Skills to Pursue 21st Century Age. Education Research International, 2022, 1–17. https://doi.org/10.1155/2022/6468995
Muyassaroh, I., Amiroh, A., Maryadi, M., & Masruroh, N. (2024). Integrasi Kearifan Lokal dalam Kurikulum Sains di Sekolah Dasar: Tinjauan Literatur Sistematis. Kalam Cendekia: Jurnal Ilmiah Kependidikan, 12(3). https://doi.org/10.20961/jkc.v12i3.93360
Nayla, A., Nurgayyah, F., Naila, W., Desianti, N. R., & Arta Utami Zulkifli, N. (2025). The Relevance of Ki Hajar Dewantara’s Philosophy of Education in Modern Education. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.5057233
Qona’ah, A., Nuroso, H., Poncowati, L., & Purnamasari, I. (2024). Menerapkan Pendekatan CRT untuk Menumbuhkan Pemahaman Budaya Jawa Peserta Didik. Jurnal Sinektik, 7(1), 53–58. https://doi.org/10.33061/js.v7i1.10505
Rahmawati, Y., Mardiah, A., Taylor, E., Taylor, P. C., & Ridwan, A. (2023). Chemistry Learning through Culturally Responsive Transformative Teaching (CRTT): Educating Indonesian High School Students for Cultural Sustainability. Sustainability, 15(8), 6925. https://doi.org/10.3390/su15086925
Sari, D. W., Nugrahani, F., & Suratno. (2023). PENERAPAN MODEL PROJECT BASED LEARNING UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR IPA ZAT TUNGGAL DAN ZAT CAMPURAN PADA PESERTA DIDIK KELAS V SD NEGERI JATISOBO 03. Jurnal Dikdas Bantara, 6(2), 58–68. https://doi.org/10.32585/dikdasbantara.v6i2.3966
Song, X., Razali, A. B., Sulaiman, T., & Jeyaraj, J. J. (2025). Effectiveness of online project-based learning on Chinese EFL learners’ critical thinking skills and reading comprehension ability. Thinking Skills and Creativity, 56, 101778. https://doi.org/10.1016/j.tsc.2025.101778
Sugiyono, S. (2019). Metode Penelitian Pendidikan (Kuantitatif, Kualitatif, Kombinasi, R&D dan Penelitian Pendidikan). CV. Alfabeta.
Sugiyono, S. (2022). Metode Penelitian Kuantitatif, Kualitatif Dan R&D. Alfabeta.
Suryadi, S., & Jasiah, J. (2023). Transformasi pendidikan dasar melalui kearifan lokal: Pendekatan kualitatif terhadap pengembangan kurikulum. Wiyata Dharma: Jurnal Penelitian Dan Evaluasi Pendidikan, 11(2), 163–170. https://doi.org/10.30738/wd.v11i2.17109
Tanase, M. F. (2022). Culturally Responsive Teaching in Urban Secondary Schools. Education and Urban Society, 54(4), 363–388. https://doi.org/10.1177/00131245211026689
Ulbricht, J., Schachner, M. K., Civitillo, S., & Juang, L. (2024). Fostering Culturally Responsive Teaching Through the Identity Project Intervention: A Qualitative Quasi-Experiment with Pre-Service Teachers. Identity, 24(4), 307–330. https://doi.org/10.1080/15283488.2024.2361890
Wijayanti, Y., Warto, W., Wasino, W., & Djono, D. (2025). Enhancing Students’ Cultural Identity Through History Education Based on Local Wisdom of Kagaluhan Values. Educational Process International Journal, 14(1). https://doi.org/10.22521/edupij.2025.14.75
Zamiri, M., & Esmaeili, A. (2024). Strategies, Methods, and Supports for Developing Skills within Learning Communities: A Systematic Review of the Literature. Administrative Sciences, 14(9), 231. https://doi.org/10.3390/admsci14090231
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Farida Nugrahani, Adhitya Revangga, Alfi Okta Syahputraa, Bekti Tri Astuti, Eny Yulyanti, Khonsa Nur Arsetya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors published with the JGK (Jurnal Guru Kita) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
