The Implementation of Culturally Responsive Teaching (CRT) Approach to Improve Learning Outcomes and Learning Motivation of Grade XI.3 Students at SMA Negeri 1 Palembang

Abstract

This study aims to improve students’ learning outcomes and learning motivation in the subject of Pancasila Education through the implementation of the Culturally Responsive Teaching (CRT) approach. CRT is a teaching approach that integrates students’ cultural backgrounds into the learning material, making the learning process more relevant and inclusive. This research is a type of Classroom Action Research (CAR) conducted in two cycles. Each cycle consists of four stages: planning, implementation, observation, and reflection. The subjects of the research were 38 students from class XI of SMA Negeri 1 Palembang in the 2025/2026 academic year. Data were collected through observation and tests. The results of the study showed an improvement in students' learning outcomes: in Cycle 1, the average score was 79.05 with a classical completeness of 65%, while in Cycle 2, the average score increased to 96.36 with a classical completeness of 94%. Regarding learning motivation, in Cycle 1 the average was 73%, categorized as high, whereas in Cycle 2 it increased to 95%, categorized as very high. These results indicate that the implementation of the Culturally Responsive Teaching (CRT) approach can enhance students.  Penelitian ini bertujuan untuk Meningkatkan hasil belajar dan motivasi belajar peserta didik Pada mata pelajaran Pendidikan Pancasila melalui penerapan pendekatan Culturally Responsive Teaching (CRT). CRT adalah pendekatan dalam proses pembelajaran yang mengintegrasikan latar budaya peserta didik ke dalam materi pembelajaran sehingga pembelajaran menjadi lebih relevan dan inklusif. Jenis penelitian ini yaitu penelitian tindakan kelas (PTK) dengan dua kali siklus. Terdapat 4 tahapan setiap siklusnya yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Subjek Penelitian adalah peserta didik kelas XI SMA Negeri 1 Palembang tahun ajaran 2025/2026 dengan jumlah peserta didik 38 orang. Data penelitian ini diperoleh melalui observasi dan tes. Hasil penelitian ini yaitu adanya peningkatan hasil belajar peserta didik dari siklus 1 dengan rata-rata nilai sebesar 79, 05 dengan ketuntasan klasikal 65%, sedangkan siklus 2 rata-rata nilai 96,36 dengan ketuntasan klasikal 94%. Berkenaan dengan hasil motivasi belajar Pada siklus 1 dengan rata-rata 73% kategori tinggi, sedangkan Pada siklus kedua rata-rata motivasi belajar 95% kriteria sangat tinggi. Hasil ini menunjukkan bahwa penerapan pendekatan Culturally Responsive Teaching (CRT) dapat meningkatkan hasil belajar dan motivasi belajar peserta didik.