PENGARUH PENDEKATAN CULTURALLY RESPONSIVE TEACHING (CRT) TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK SEKOLAH DASAR PADA MATA PELAJARAN IPAS

Abstract

This research was motivated by the low critical thinking skills observed among fourth-grade students in the IPAS subject at SDN Sukamaju. This was evident from the students' difficulties in analyzing problems, providing logical reasoning, and drawing accurate conclusions. The purpose of this study was to determine the effect of the Culturally Responsive Teaching (CRT) approach on students’ critical thinking skills. The research used a pre-experimental method with a one-group pretest-posttest design. The subjects were all 23 fourth-grade students of SDN Sukamaju. The instrument used was an essay test to measure students’ critical thinking skills in IPAS. Data analysis using the paired sample t-test showed a significant effect of the CRT approach on improving students’ critical thinking skills, as indicated by a significance value (sig. 2-tailed) of 0.000 < 0.05. The average pretest score of 52.60 increased to 84.34 on the posttest. A total of 19 students (82.60%) met the criteria for critical thinking. Therefore, it can be concluded that the Culturally Responsive Teaching approach has a significant effect on critical thinking skills in IPAS learning.