PENERAPAN CULTURALLY REPONSIVE TEACHING (CRT) UNTUK MENINGKATKAN KEMAMPUAN BERNALAR KRITIS DAN KEPEKAAN SOSIAL SISWA KELAS VII SMPN 11 MADIUN

Haryaningtyas, Haryaningtyas (2025) PENERAPAN CULTURALLY REPONSIVE TEACHING (CRT) UNTUK MENINGKATKAN KEMAMPUAN BERNALAR KRITIS DAN KEPEKAAN SOSIAL SISWA KELAS VII SMPN 11 MADIUN. S2 thesis, Universitas PGRI Madiun.

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Abstract

Haryaningtyas, 2025, The Implementation of Culturally Responsive Teaching (CRT) to Improve Critical Thinking Skills and Social Sensitivity of Seventh Grade Students at SMPN 11 Madiun: Thesis. Madiun: Magister Study Program of Social Science Education, Graduate Program Pascasarjana, Universitas PGRI Madiun. Advisor (1) Prof. Dr. H. Parji, M.Pd., (2) Dr. Sudarmiani, M.Pd. Keywords: Culturally Responsive Teaching, Critical Reasoning, and Social Sensitivity Culturally Responsive Teaching (CRT) is a continuous learning process that uses students' socio-cultural background as the main factor. The seventh-grade students of SMPN 11 Madiun in the 2024/2025 academic year have a variety of social backgrounds and diverse abilities and bring about a lack of critical reasoning skills and social sensitivity. Ignorance and ego towards the environment make the results of the learning process not go as intended. This study examined the impact of the application of Culturally Responsive Teaching (CRT) on the development of critical thinking skills and social sensitivity in seventh-grade students at SMPN 11 Madiun. Improving critical reasoning skills and social sensitivity of seventh grade students of SMPN 11 Madiun. This Classroom Action Research applied a qualitative descriptive approach, with Problem-Based Learning (PBL), Contextual Teaching Learning (CTL), Jigsaw and discussion methods by integrating students' cultural background and East Java folklore in the learning process, through two cycles. The results showed a significant increase in critical thinking skills and social sensitivity. In pre-cycle 62.5%, first cycle 81%, cycle 2 94%. Social sensitivity at pre-cycle was 43.75%, and cycles 1 and 2 reached 100%. Student learning outcomes showed significant improvement, with classical completeness from 47% in pre-cycle to 93.75% in cycle 2. The increase in classical completeness achieved in 3 factors above showed that by applying Culturally Responsive Teaching (CRT) in learning by integrating students' socio-cultural background and folklore, students were more familiar with the socio-cultural of their friends, thus fostering social sensitivity among them. Students explored the essence of the story and relate it to the learning concepts. This habit encouraged students' critical reasoning skills and made them able to take lessons from folklore that can be applied in everyday life .

Item Type:	Thesis/Skripsi/Tugas Akhir (S2)
Kata Kunci:	Culturally Responsive Teaching, Critical Reasoning, and Social Sensitivity
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	Fakultas Hukum
Depositing User:	HARYANINGT HARYANINGTYAS HARYANINGTYAS
Date Deposited:	12 Aug 2025 01:52
Last Modified:	12 Aug 2025 01:52
URI:	http://eprint.unipma.ac.id/id/eprint/3947

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