PENERAPAN PENDEKATAN CRT MELALUI PERMAINAN TRADISIONAL ENGKLEK UNTUK MENINGKATKAN HASIL BELAJAR BAHASA INGGRIS PESERTA DIDIK KELAS V
DOI:
https://doi.org/10.23969/jp.v9i04.20492Keywords:
Learning Outcomes, CRT Approach, Traditional Game EngklekAbstract
This study aims to improve the English learning outcomes of fifth-grade students of SDN Uteran 01 Madiun through the implementation of the Culturally Responsive Teaching (CRT) approach using the traditional game engklek. The research employs a classroom action research method conducted in two cycles, with each cycle consisting of the stages of planning, acting, observing, and reflecting. The results show that the application of CRT through the engklek game successfully enhanced students’ learning outcomes, as evidenced by an increase in the average student scores that exceeded the Learning Achievement Criteria (KKTP). Furthermore, student motivation and engagement in the learning process also significantly improved. Thus, this approach can be an effective alternative for more contextual and meaningful English learning.Downloads
References
Ana, D., Siti, P., Fitroh, F., & Mayangsari, D. (2018). Pengaruh Permainan Tradisional Engklek Terhadap Perkembangan Kognitif Anak Usia 5-6 Tahun. Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini, 5(2), 86–100.
Anggraini, G., & Pujiastuti, H. (2020). Peranan Permainan Tradisional Engklek dalam Mengembangkan Kemampuan Matematika di Sekolah Dasar. Jumlahku: Jurnal Matematika Ilmiah, 6(1), 87–101.
Fatir Atfal, M., & Samarinda Jalan Wahid Hasyim Samarinda, U. K. (2022). Penerapan Permainan Tradisional Engklek dalam Meningkatkan Hasil Belajar Di SD Negeri 024 Samarinda Utara Tahun 2022. Jurnal Pendas Mahakam, 7(2), 183–191.
Gay, G. (2015). The what, why, and how of culturally responsive teaching: International mandates, challenges, and opportunities. Multicultural Education Review, 7(3), 123–139. https://doi.org/10.1080/2005615X.2015.1072079
Iriance. (2018). Bahasa Inggris Sebagai Bahasa Lingua Franca dan Posisi Kemampuan Bahasa Inggris Masyarakat Indonesia Diantara Anggota MEA Iriance. Prosiding 9th Industrial Research workshop and national seminar, 776–783.
Kemmis, S., & McTaggart, M. (1988). The Action Research Planner (3rd edition). Deakin University Press.
Maili, S. N. (2018). Bahasa Inggris Pada Sekolah Dasar: Mengapa Perlu dan Mengapa Dipersoalkan. JUDIKA (Jurnal Pendidikan Unsika), 6(1), 23–28. http://journal.unsika.ac.id/index.php/judika
Rohmawati, A. (2022). Penggunaan Media Cola untuk Meningkatkan Hasil Belajar Pengurangan Bilangan Bulat Kelas VI. Journal of Education Research, 3(2), 46–61.
Suryana, Y., & Giyartini, R. (2021). Pengaruh Penggunaan Permainan Tradisional Engklek terhadap Hasil Belajar Matematika pada Materi Jaring-Jaring Kubus. PEDADIDAKTIKA: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 8(2), 254–264. http://ejournal.upi.edu/index.php/pedadidaktika/index
Zein, L. R., & Rahayu, R. (2022). Pentingnya Pengaruh Permainan Tradisional Engklek terhadap Motivasi dan Hasil Belajar Siswa SMP pada Materi Pencemaran Lingkungan. Jurnal Pendidikan Matematika dan Sains, 10(2), 109–114. https://doi.org/10.21831/jpms.v10i2.45531
Published
Issue
Section
License
Copyright (c) 2025 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
