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

Authors

  • Nuraini Nuraini PPG FKIP, Universitas Sriwijaya
  • Camellia Camellia PPG FKIP, Universitas Sriwijaya
  • Maimun Maimun SMAN 1 Palembang

DOI:

https://doi.org/10.22460/jpp.v4i1.27593

Keywords:

Culturally Responsive Teaching (CRT), Learning Outcomes, Learning Motivation, CAR

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.

References

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Published

2025-06-25

How to Cite

Nuraini, N., Camellia, C., & Maimun, M. (2025). 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. Jurnal Profesi Pendidikan, 4(1), 146–155. https://doi.org/10.22460/jpp.v4i1.27593

Issue

Vol. 4 No. 1 (2025): June

Section

Articles

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Copyright (c) 2025 Nuraini Nuraini, Camellia Camellia, Maimun Maimun

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