Implementation of the Problem-Based Learning (PBL) Model with a Culturally Responsive Teaching (CRT) Approach to Improve Students Learning Outcomes
Keywords:
Culturally Responsive Teaching, Learning Outcomes, Problem Based LearningAbstract
Mathematics learning is often teacher-centered, causing some students to have limited understanding of concepts and their real-life applications. Observations of XI DKV 1 students at SMKN 2 Madiun revealed that 85.3% of students perceived mathematics as boring and difficult, resulting in low participation and suboptimal learning outcomes. This classroom action research aimed to improve students’ learning outcomes by implementing Problem-Based Learning (PBL) integrated with a Culturally Responsive Teaching (CRT) approach, encouraging active student participation through real-life problem-solving while considering cultural backgrounds. Data were collected through tests. The findings indicate that the implementation of PBL with CRT effectively enhanced learning outcomes, with mastery percentages increasing from 26.47% in the pre-cycle to 50% in Cycle I and 73.53% in Cycle II. The study highlights the effectiveness of PBL and CRT in improving learning outcomes, increasing engagement, and linking material to real-life contexts. Further research is recommended to optimize mathematics learning activities in accordance with instructional model syntax.
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