Hidayah Hidayah

Pendekatan Culturally Responsive Teaching (Crt) Dalam Pembelajaran Matematika Di Kelas Xi Sma

Introduction

Pendekatan culturally responsive teaching (crt) dalam pembelajaran matematika di kelas xi sma. Analisis implementasi CRT pada pembelajaran Matematika kelas XI SMA. Kaitkan komposisi fungsi dengan budaya lokal seperti baju cele, tingkatkan motivasi & pemahaman siswa Kurikulum Merdeka.

Abstract

This study aims to analyze the implementation of the Culturally Responsive Teaching (CRT) approach in mathematics learning on the topic of composition of functions in Grade XI of senior high school. The approach was applied to connect mathematical concepts with local cultural contexts, making the learning experience more meaningful. This research employed a descriptive qualitative method involving 25 students from Grade XI as participants. Data were collected through observation, unstructured interviews, written tests, and documentation, then analyzed descriptively using source triangulation. The results showed that the implementation of CRT increased students’ motivation, engagement, and conceptual understanding. The use of local cultural contexts—such as the making of baju cele (traditional Ambonese attire), papeda (sago porridge), and sagu tumbu (a traditional Maluku snack)—helped students grasp the concept of composition of functions in a more concrete and relevant way. However, challenges remained, including teachers’ difficulties in linking mathematical concepts to local culture and time constraints during implementation. Overall, the Culturally Responsive Teaching (CRT) approach proved effective in fostering meaningful learning, as it bridges academic knowledge with students’ cultural identity in line with the spirit of the Merdeka Curriculum.

Review

This study presents a compelling analysis of the Culturally Responsive Teaching (CRT) approach within mathematics education, specifically focusing on the composition of functions in Grade XI. The paper’s strength lies in its timely exploration of integrating local cultural contexts into abstract mathematical concepts, aligning well with contemporary educational philosophies like the Merdeka Curriculum. The descriptive qualitative methodology employed provides a rich, in-depth understanding of the implementation process and its impact, demonstrating how connecting mathematics to students' lived experiences can significantly enhance motivation, engagement, and conceptual understanding. The abstract clearly articulates the study's aim and initial positive findings, making a strong case for the efficacy of CRT in fostering meaningful learning. The research effectively illustrates the practical application of CRT by linking the concept of composition of functions to tangible cultural elements such as the making of _baju cele_, _papeda_, and _sagu tumbu_. These specific examples powerfully demonstrate how abstract mathematical principles can be made concrete and relevant to students from the Ambonese and Maluku regions, bridging the gap between academic knowledge and cultural identity. The use of multiple data collection methods—observation, interviews, written tests, and documentation, triangulated for validation—bolsters the credibility of the findings regarding increased student engagement and conceptual grasp. This detailed approach provides valuable insights into the pedagogical shifts required to make mathematics more inclusive and accessible. While highlighting significant successes, the abstract also transparently acknowledges inherent challenges, particularly teachers' difficulties in consistently forging connections between mathematical concepts and local culture, alongside time constraints during implementation. These identified hurdles are crucial for informing future professional development initiatives and curriculum design. The study makes a valuable contribution to the discourse on culturally relevant pedagogy, offering practical insights and empirical evidence for educators and policymakers. Future research could expand on strategies to overcome these challenges, perhaps through robust teacher training programs or by developing culturally integrated lesson plans, further solidifying the foundational work presented here.

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