IMPLEMENTASI PENDEKATAN CULTURALLY RESPONSIVE TEACHING PADA PEMBELAJARAN IPAS MATERI INDONESIAKU KAYA BUDAYA DI KELAS IV SD

Yunizha, Thera Dies (2025) IMPLEMENTASI PENDEKATAN CULTURALLY RESPONSIVE TEACHING PADA PEMBELAJARAN IPAS MATERI INDONESIAKU KAYA BUDAYA DI KELAS IV SD. S1 thesis, Universitas Jambi.

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Abstract

Keberagaman budaya di indonesia memerlukan pendekatan pendidikan yang dapat menyesuaikan dan menghargai latar belakang budaya siswa secara menyeluruh. Penelitian ini bertujuan untuk mendeskripsikan implementasi pendekatan culturally responsive teaching pada pembelajaran IPAS materi indonesiaku kaya budaya di kelas IV SD Negeri 55/I Sridadi. Pendekatan ini diharapkan dapat mewujudkan proses belajar yang relevan dengan kehidupan siswa, bermakna, dan mampu menumbuhkan kesadaran dan rasa hormat terhadap budaya daerah maupun budaya bangsa. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan fenomenologi. Penelitian ini dilakukan di SD Negeri 55/I Sridadi. Peneliti berfokus pada bagaimana guru merancang, melaksanakan, dan mengevaluasi pembelajaran IPAS dengan mengintegrasikan unsur budaya ke dalam setiap tahapan proses belajar. Data dikumpulkan melalui wawancara dengan narasumber, observasi langsung di kelas, dan didukung dengan adanya dokumentasi, serta dianalisis menggunakan teknik reduksi data, penyajian data, dan verifikasi data. Hasil penelitian menunjukkan bahwa guru mampu mengimplementasikan pendekatan culturally responsive teaching dengan berbagai metode, seperti penggunaan media pembelajaran berbasis budaya, pemanfaatan cerita rakyat dan lagu daerah, serta keterlibatan siswa dalam kegiatan yang berkaitan dengan budaya. Faktor-faktor yang mendukung keberhasilan tersebut mencakup dukungan dari kepala sekolah, kebijakan kurikulum merdeka yang memberikan keleluasaan, peran aktif orang tua, serta tersedianya bahan ajar lokal. Sementara itu, tantangan utama meliputi keterbatasan waktu belajar yang terbatas, belum meratanya pemahaman siswa tentang budaya setempat, dan ketiadaan pelatihan khusus bagi guru mengenai pendekatan culturally responsive teaching. Penelitian ini menyimpulkan bahwa pendekatan culturally responsive teaching terbukti efektif dalam meningkatkan keterlibatan, pemahaman, serta penghargaan siswa terhadap keberagaman budaya indonesia. Pendekatan ini tidak hanya memperkuat identitas budaya siswa, tetapi juga menciptakan lingkungan belajar yang lebih inklusif dan bermakna di jenjang sekolah dasar. Cultural diversity in Indonesia requires an educational approach that can adjust and appreciate the cultural background of students as a whole. This study aims to describe the implementation of culturally responsive teaching approach in learning IPAS material of my rich culture in class IV SD Negeri 55/I Sridadi. This approach is expected to realize the process of learning that is relevant to students' lives, meaningful, and able to foster awareness and respect for regional culture and national culture. The research method used is qualitative with a phenomenological approach. This research was conducted at SD Negeri 55/I Sridadi. The researcher focused on how teachers design, implement, and evaluate IPAS learning by integrating cultural elements into each stage of the learning process. Data were collected through interviews with resource persons, direct observation in the classroom, and supported by documentation, and analyzed using data reduction, data presentation, and data verification techniques. The results showed that teachers were able to implement the culturally responsive teaching approach with various methods, such as the use of media culture-based learning, utilization of folklore and folk songs, and student involvement in activities related to culture. Factors that support this success include support from the school principal, independent curriculum policies that provide flexibility, the active role of parents, and the availability of local teaching materials. Meanwhile, the main challenges include limited learning time, uneven student understanding of local culture, and the absence of special training for teachers on the culturally responsive teaching approach. This study concluded that the culturally responsive teaching approach proved effective in increasing students' engagement, understanding, and appreciation of Indonesia's cultural diversity. This approach not only strengthens students' cultural identity, but also creates a more inclusive and meaningful learning environment at the primary school level.

Type:	Thesis (S1)
Uncontrolled Keywords:	Culturally Responsive Teaching, IPAS, Keberagaman Budaya, Sekolah Dasar.
Subjects:	L Education > L Education (General)
Divisions:	Fakultas Keguruan dan Ilmu Pendidikan > PGSD
Depositing User:	Thera Dies Yunizha
Date Deposited:	23 Jun 2025 03:37
Last Modified:	23 Jun 2025 03:37
URI:	https://repository.unja.ac.id/id/eprint/80170

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