PENERAPAN CULTURALLY RESPONSIVE TEACHING DAN PERUBAHAN PERCAYA DIRI SISWA DALAM PEMBELAJARAN BAHASA INDONESIA

Abstrak

Penelitian ini dilatarbelakangi oleh adanya siswa yang masih ragu menjawab pertanyaan guru, mengangkat tangan, dan menyampaikan pendapat dalam pembelajaran Bahasa Indonesia. Penelitian ini bertujuan untuk menganalisis penerapan model Culturally Responsive Teaching (CRT), perubahan perilaku percaya diri siswa, serta faktor pendukung dan penghambat penerapannya di kelas V SDN 011 Sidorejo, Kabupaten Rokan Hilir. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri atas guru dan 11 siswa kelas V. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis secara kualitatif. Hasil penelitian menunjukkan bahwa penerapan CRT dilakukan dengan menghubungkan materi pembelajaran dengan pengalaman sehari-hari dan latar belakang siswa. Penerapan tersebut berkaitan dengan perubahan perilaku siswa, seperti lebih berani menjawab pertanyaan, menyampaikan pendapat, berdiskusi, dan berpartisipasi dalam pembelajaran. Faktor pendukungnya meliputi pemahaman guru terhadap karakteristik siswa, antusiasme siswa, dan sikap saling menghargai. Sementara itu, keterbatasan waktu dan banyaknya materi yang perlu disesuaikan menjadi kendala. Penelitian ini menunjukkan bahwa pembelajaran yang memperhatikan pengalaman dan keberagaman siswa dapat mendukung suasana belajar yang lebih nyaman serta partisipasi siswa.

This study was motivated by the fact that some students were still hesitant to answer teachers’ questions, raise their hands, and express their opinions during Indonesian language lessons. This study aimed to analyze the implementation of the Culturally Responsive Teaching (CRT) model, changes in students’ confidence-related behavior, and the supporting and inhibiting factors in its implementation in Grade V at SDN 011 Sidorejo, Rokan Hilir Regency. This research employed a descriptive qualitative approach. The participants consisted of a teacher and 11 fifth-grade students. Data were collected through observation, interviews, and documentation, then analyzed qualitatively. The findings indicate that CRT was implemented by connecting learning materials with students’ everyday experiences and backgrounds. Its implementation was associated with changes in students’ behavior, including greater willingness to answer questions, express opinions, participate in discussions, and engage in classroom activities. Supporting factors included the teacher’s understanding of students’ characteristics, students’ enthusiasm, and mutual respect. However, limited time and the amount of learning material that needed to be adapted posed challenges. The study suggests that learning activities that consider students’ experiences and diversity can support a more comfortable learning environment and encourage student participation.