THE EFFECT OF THE PROBLEM-BASED LEARNING MODEL WITH A CULTURALLY RESPONSIVE TEACHING APPROACH ON LEARNING OUTCOMES OF PANCASILA EDUCATION IN GRADE IV

Abstract

This study was motivated by the low academic achievement of students in the Pancasila Education subject in the fourth grade at SDN 106162 Medan Estate. The learning process, which is still dominated by the lecture method, has resulted in suboptimal student engagement in the classroom. This study aims to determine the effect of the Problem-Based Learning (PBL) model with a Culturally Responsive Teaching (CRT) approach on the Pancasila Education learning outcomes of fourth-grade students. This study uses a quantitative method with a quasi-experimental research type and a Nonequivalent Control Group Design. The study population consisted of all 74 fourth-grade students at SDN 106162 Medan Estate, with Class IV-A serving as the control group and Class IV-B as the experimental group. Data collection techniques involved pre- and post-tests. The results indicated that the implementation of the PBL model with the CRT approach had a significant effect on student learning outcomes. This is evidenced by an increase in the average learning achievement scores in the experimental class after the intervention, as well as the results of the hypothesis test, which indicate a significant difference between the experimental and control classes. Thus, the PBL learning model with the CRT approach is effective in improving the learning outcomes of Pancasila Education for elementary school students.