Article Sidebar

Download
PDF
Statistic
Read Counter : 7 Download : 9

Downloads

Download data is not yet available.

Main Article Content

Abstract

The purpose of this study was to determine the improvement in mathematics learning outcomes of grade 1 students of SD Negeri 2 Prambanan with the CRT approach. This study was motivated by the low learning outcomes of students, seen from the learning outcomes of students who were still below the KKTP as many as 73.5% of students. This is due to the lack of teacher innovation in implementing learning so that students find it difficult to understand the learning material. The type of research used was classroom action research with the Kemmis & Mc Taggart model. This research model consists of four stages, namely planning, implementing actions, observation, and reflection. The subjects of the study were all grade 1A students of SD N 2 Prambanan consisting of 28 students with details of 15 male students and 13 female students. Data collection techniques used observation sheets, measurement of learning test results, and documentation. The data analysis technique used was descriptive analysis with a percentage. The results in this study showed an increase in learning outcomes in each cycle. The learning outcomes of students who had completed cycle 1 were 19 students with a percentage of 67.8%. In cycle 2, there were 25 students who had completed it with a percentage of 89.2%. The results revealed a significant increase in student learning outcomes in mathematics on the material of recognizing geometric shapes through the CRT approach.

Keywords

Learning Outcomes CRT 1st Grade Student

Article Details

References

  1. Arifin, Z. (2022). Manajemen Peserta Didik sebagai Upaya Pencapaian Tujuan Pendidikan. Dirasat: Jurnal Manajemen Dan Pendidikan Islam, 8(1), 71–89. https://doi.org/10.26594/dirasat.v8i1.3025
  2. Auliya, F. I., Pratiwi, D. E., & Hastungkoro, H. N. A. (2024). Penerapan Model PjBL melalui Pendekatan CRT untuk Meningkatkan Hasil Belajar Matematika Kelas 1 SDN Putat Jaya IV-380 Surabaya. Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa Dan Matematika, 2(5), 116–125. https://doi.org/https://doi.org/10.61132/arjuna.v2i5.1191
  3. Ayunin, D. Q., & Prasasti, P. A. T. (2025). Penerapan Media E-book Interaktif Melalui Pendekatan CRT untuk Meningkatkan Hasil Belajar Matematika Kelas V di SDN Munggut 03 Kabupaten Madiun. Lencana: Jurnal Inovasi Ilmu Pendidikan, 3(1), 79–86. https://doi.org/https://doi.org/10.55606/lencana.v3i1.4466
  4. Brutu, D., Annur, S., & Ibrahim. (2023). Integrasi Nilai Filsafat Pendidikan Dalam Kurikulum Merdeka Pada Lembaga Pendidikan Islam. Jambura Journal of Educational Management, 4(2), 1–11. https://doi.org/https://doi.org/10.37411/jjem.v4i2.3075
  5. Ediyanto, E., Gistituati, N., Fitria, Y., & Zikri, A. (2020). Pengaruh Pendekatan Realistic Mathematics Education Terhadap Motivasi Dan Hasil Belajar Materi Matematika Di SD. Jurnal Basicedu, 4(1), 203–209. https://doi.org/https://doi.org/10.31004/basicedu.v4i1.325
  6. Enjelina, R. F., Damayanti, R., & Dwiyanto, M. (2024). Penggunaan Pendekatan Culturally Responsive Teaching (CRT) untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas V SD. Edutama : Jurnal Ilmiah Penelitian Tindakan Kelas, 1(1), 39–51. https://doi.org/https://doi.org/10.69533/t35nhb59
  7. Fani, Y., Sari, M., Damayani, A. T., & Arif, A. (2024). Penerapan Pendekatan CRT untuk Meningkatkan Hasil Belajar Siswa Kelas IV pada Mata Pelajaran Matematika. Jurnal Pendidikan Tambusai, 8(2), 33143–33150. https://jptam.org/index.php/jptam/article/view/18591
  8. Ferryka, P. Z., Suwartini, S., Rofisian, N., & Rahmawati, I. (2024). Meningkatkan Hasil Belajar Siswa Melalui Model Pembelajaran Discovery Learning Pada Siswa SD. Edukasi: Jurnal Penelitian & Artikel Pendidikan, 16(1), 61–76. https://doi.org/https://doi.org/10.31603/edukasi.v16i1.10975
  9. Imamah, N., & Haqiqi, A. K. (2022). Efektivitas Penerapan Model Contextual Teaching and Learning terhadap Pemahaman Konsep Matematis pada Materi SPLDV. CIRCLE : Jurnal Pendidikan Matematika, 2(2), 102–114. https://doi.org/https://doi.org/10.28918/circle.v2i02.5280
  10. Khasanah, I. M., Nuroso, H., & Pramasdyahsari, A. S. (2023). Efektivitas Pendekatan Culturally Responsive Teaching (CRT) Untuk Meningkatkan Hasil Belajar Siswa Kelas II Sekolah Dasar. JOURNAL OF ALIFBATA: Journal of Basic Education (JBE), 3(2), 7–14. https://doi.org/https://doi.org/10.51700/alifbata.v3i2.514
  11. Masfiastutik, S., Roosyanti, A., & Susanti, R. (2024). Penerapan Pendekatan CRT pada Materi Pecahan untuk Meningkatkan Hasil Belajar Siswa Kelas II SD. Journal of Science and Education Research, 3(2), 72–80. https://doi.org/https://doi.org/10.62759/jser.v3i2.134
  12. Misbakh, A. F., Suhartono, & Abdullah, I. (2024). Meningkatkan Motivasi Belajar Matematika Menggunakan Penerapan Pendekatan Culturally Responsive Teaching ( CRT ) Berbantuan Quizizz Paper Mode pada Materi Eksponen Kelas X di SMAN 21 Surabaya. Pentagon : Jurnal Matematika Dan Ilmu Pengetahuan Alam, 2(3), 127–135. https://doi.org/https://doi.org/10.62383/pentagon.v2i3.235
  13. Muhtadin, A., Syahar, P. H., & Haryaka, U. (2024). Peningkatan Hasil Belajar Matematika Siswa Melalui Penerapan Model Project Based Learning Pada Materi Statistika. EMTEKA: Jurnal Pendidikan Matematika, 5(1), 9–22. https://doi.org/https://doi.org/10.24127/emteka.v5i1.4761
  14. Nasarudin, Rachmawati, D. A., Mappanyompa, Eprillison, V., B, A. M., Misrahayu, Y., Halijah, Afifa, R. N., Mustari, M., Mutmainah, S., & Selly, O. A. (2024). Pengantar Pendidikan (Adrias (ed.); 1st ed.). Penerbit Tri Edukasi Ilmiah.
  15. Noviarini, K., Bahtiar, R. S., & Santoso, E. (2024). Penerapan Culturally Responsive Teaching Untuk Meningkatkan Hasil Belajar Materi Produk Unggulan Daerah bagi Siswa Kelas V Sekolah Dasar. Edutama : Jurnal Ilmiah Penelitian Tindakan Kelas, 1(1), 105–113. https://doi.org/https://doi.org/10.69533/8enzz984
  16. Rahma, R. O., Rahmawati, V., & Setyawan, A. (2022). Pengaruh Kejenuhan Terhadap Konsentrasi Belajar dan Cara Mengatasinya pada Peserta Didik di SDN 1 Pandan. JURNAL PANCAR: Pendidik Anak Cerdas Dan Pintar, 6(2), 242–250. https://doi.org/https://doi.org/10.52802/pancar.v6i2.474
  17. Rahmawati, I., Suwartini, S., Ferryka, P. Z., & Rofisian, N. (2024). Peningkatan Hasil Belajar Peserta Didik Melalui Model Problem Based Learning Isna. Edukasi: Jurnal Penelitian & Artikel Pendidikan, 16(1), 77–92. https://doi.org/https://doi.org/10.31603/edukasi.v16i1.11146
  18. Ranila, R., Setyadi, D., & Mahmudi. (2024). Peningkatan Hasil Belajar Matematika Melalui Pendekatan CRT Berbantuan Model STAD Pada Materi Garis dan Sudut. EMTEKA: Jurnal Pendidikan Matematika, 5(2), 392–403. https://doi.org/https://doi.org/10.24127/emteka.v5i2.5796
  19. Wewe, M., Dhera, M. M., & Ti’a, E. (2024). Analisis Model Discovery Learning Pada Mata Pelajaran Matematika Kelas V Di Sdk Mataia. Jurnal Pendidikan Guru Sekolah Dasar, 1(4), 1–10. https://doi.org/https://doi.org/10.47134/pgsd.v1i4.803
  20. Winarsih, W. (2022). Peningkatan Kemampuan Pemecahan Masalah Matematika Pada Materi Vektor Menggunakan Model Problem Based Learning Siswa Kelas X Mia Sman 1 Balai Riam Tahun Pelajaran 2021/2022. Meretas: Jurnal Ilmu Pendidikan, 9(1), 64–76. https://doi.org/http://dx.doi.org/10.52947/meretas.v9i1.284

Most read articles by the same author(s)