PENGARUH PENERAPAN MODEL PEMBELAJARAN PROJECT BASED LEARNING (PjBL) BERBASIS CULTURALLY RESPONSIVE TEACHING (CRT) PADA MATERI MENJAGA DAN MELESTARIKAN KEBERAGAMAN DALAM BINGKAI BHINNEKA TUNGGAL IKA KELAS V DI MIS AL-HASANAH
DOI:
https://doi.org/10.23969/jp.v11i03.60508Keywords:
Project Based Learning, Culturally Responsive Teaching, diversity, elementary school studentsAbstract
This study aims to analyze the effect of implementing the Project Based Learning
(PjBL) model based on Culturally Responsive Teaching (CRT) on the topic of
preserving and maintaining diversity within the framework of Bhinneka Tunggal Ika
among fifth-grade students at MIS Al-Hasanah Bangun Rejo. The study was
motivated by the dominance of lecture-based and assignment-based teaching
methods in Pancasila Education, which tended to make students passive and less
engaged. A quantitative approach with a one-group pretest-posttest pre-
experimental design was employed, involving 20 fifth-grade students selected
through saturated sampling. Data were collected through achievement tests, a CRT-
based questionnaire, and teacher and student activity observation sheets, then
analyzed using the Shapiro-Wilk normality test and a paired sample t-test with SPSS
29.0. The results showed an increase in the mean score from 67.4 in the pretest to
89.8 in the posttest, with the mastery rate rising from 50% to 100%. The hypothesis
test yielded a significance value of 0.000 (< 0.05), leading to the rejection of H0 and
the acceptance of Ha. The percentage of lesson implementation also increased from
70.6% in the first meeting to 97% in the third meeting. It can be concluded that the
implementation of the CRT-based PjBL model had a positive and significant effect
on students' understanding of preserving and maintaining diversity within the
framework of Bhinneka Tunggal Ika.
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