PENGARUH PROBLEM BASED LEARNING (PBL) DENGAN PENDEKATAN CURTURALLY RESPONSIVE TEACHING (CRT) TERHADAP HASIL BELAJAR IPS PADA SISWA KELAS V SEKOLAH DASAR

Abstract

This research was carried out against the background of the low learning outcomes experienced by fifth grade students at Ngetal State Elementary School in social studies learning about economic conditions and activities. This problem occurs due to a lack of understanding of the material conditions and economic activities which are still abstract. This research aims to determine the effect of the Problem Based Learning (PBL) learning model based on Culturally Responsive Teaching (CRT) on social studies learning regarding economic conditions and activities. The research was carried out using a quasi-experimental method. The data obtained were analyzed using the normality test and paired sample t test. The results of data analysis obtained using the normality test show that the pretest and posttest data are normal. The results of the hypothesis test obtained a significant value of 0.000, so this value shows that there is a significant difference between student learning outcomes in social studies content before and after using the Problem Based Learning (PBL) learning model based on Culturally Responsive Teaching (CRT). These results show that the learning models and approaches that have been used have an influence on student learning outcomes in social studies content.