%K Culturally Responsive Teaching, Kemampuan Matematika Awal, Kemampuan Pemecahan Masalah, Motivasi Belajar, Problem-Based Learning

Culturally Responsive Teaching, Prior Mathematical Ability, problem-solving ability, learning motivation, Problem-Based Learning
%X ABSTRAK

Rahmia Mulya Fitri (2311997) Penerapan Model Problem-Based Learning dengan Pendekatan Culturally Responsive Teaching untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis dan Motivasi Belajar Siswa 
Penelitian ini bertujuan untuk mengevaluasi efektivitas model Problem-Based Learning (PBL) yang dipadukan dengan pendekatan Culturally Responsive Teaching (CRT) dalam meningkatkan kemampuan pemecahan masalah matematis dan motivasi belajar siswa, serta menganalisis pengaruhnya berdasarkan kategori Kemampuan Matematika Awal (KMA). Penelitian ini menggunakan desain kuasi eksperimen dengan bentuk non-equivalent control group design, melibatkan dua kelompok siswa kelas X di salah satu SMA Negeri di Kabupaten Rokan Hilir, Provinsi Riau. Kelompok eksperimen menerima pembelajaran dengan PBL-CRT, sedangkan kelompok kontrol memperoleh pembelajaran konvensional dengan pendekatan saintifik. Data dikumpulkan melalui tes uraian dan angket motivasi belajar, kemudian dianalisis dengan uji t-test, ANOVA satu arah, dan korelasi Pearson. Hasil menunjukkan bahwa model PBL-CRT lebih efektif secara signifikan dalam meningkatkan kemampuan pemecahan masalah matematis dan motivasi belajar dibanding pendekatan konvensional. Rata-rata peningkatan kemampuan pemecahan masalah pada kelompok eksperimen sebesar 0,740, lebih tinggi dari kelompok kontrol (0,540). Begitu pula motivasi belajar, dengan peningkatan rata-rata 0,453 pada kelompok eksperimen dan 0,096 pada kelompok kontrol. Efektivitas PBL–CRT pada kemampuan pemecahan masalah lebih menonjol pada siswa dengan KMA sedang dan rendah, sedangkan pada KMA tinggi perbedaan tidak signifikan. Pada aspek motivasi belajar, perbedaan signifikan ditemukan pada siswa dengan KMA tinggi dan sedang, tetapi tidak pada KMA rendah. Selain itu, terdapat hubungan positif antara peningkatan kemampuan pemecahan masalah dan motivasi belajar (r = 0,641). Temuan ini menegaskan bahwa PBL–CRT mampu menciptakan pembelajaran bermakna, inklusif, dan relevan secara budaya, sehingga mendorong keterlibatan aktif siswa dan penguatan keterampilan abad ke-21.
Kata kunci: Culturally Responsive Teaching, Kemampuan Matematika Awal, Kemampuan Pemecahan Masalah, Motivasi Belajar, Problem-Based Learning 

ABSTRACT

Rahmia Mulya Fitri (2311997) Implementation of the Problem-Based Learning Model with a Culturally Responsive Teaching Approach to Improve Students' Mathematical Problem-Solving Skills and Learning Motivation
This study aims to evaluate the effectiveness of the Problem-Based Learning (PBL) model integrated with the Culturally Responsive Teaching (CRT) approach in improving students’ mathematical problem-solving skills and learning motivation, as well as to analyze its effects based on the category of Prior Mathematical Ability (PMA). The research employed a quasi-experimental design with a non-equivalent control group design, involving two groups of tenth-grade students at a public senior high school in Rokan Hilir Regency, Riau Province. The experimental group received instruction through the PBL–CRT model, while the control group was taught using conventional instruction with a scientific approach. The data were collected through problem-solving tests and motivation questionnaires, and then analyzed using t-tests, one-way ANOVA, and Pearson correlation. The results indicate that the PBL–CRT model was significantly more effective in improving mathematical problem-solving skills and learning motivation compared to the conventional approach. The average increase in problem-solving ability for the experimental group was 0.740, higher than the control group’s 0.540. Similarly, the average increase in learning motivation was 0.453 in the experimental group and 0.096 in the control group. The effectiveness of PBL–CRT in improving problem-solving skills was more pronounced among students with medium and low PMA, while no significant difference was found in the high PMA category. Regarding learning motivation, significant differences were observed among students with high and medium PMA, but not among those with low PMA. Furthermore, a moderate positive correlation was found between improvements in problem-solving skills and learning motivation (r = 0.641). These findings confirm that the PBL–CRT model encourages meaningful, inclusive, and culturally relevant learning, thereby promoting active student engagement and strengthening 21st-century skills. 
Keywords: Culturally Responsive Teaching, Prior Mathematical Ability, problem-solving ability, learning motivation, Problem-Based Learning
%L repoupi137131
%T PENERAPAN MODEL PROBLEM-BASED LEARNING DENGAN PENDEKATAN CULTURALLY RESPONSIVE TEACHING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN MOTIVASI BELAJAR SISWA
%I Universitas Pendidikan Indonesia
%D 2025
%O https://scholar.google.com/citations?hl=en&view_op=list_works&gmla=AH8HC4zYqaolga2U9gR0tLF9-7dlWBjbZIAi2V5FPtRAATHRU0pwf1C4C6HeZ4Yz3-FvgO4c0hr2Z8w3gUacCw&user=8lhGbPUAAAAJ

ID SINTA Dosen Pembimbing:
Al Jupri: 5974523
Endang Cahya Mulyaning A: 6121877
%A - Rahmia Mulya Fitri
%A - Al Jupri
%A - Endang Cahya Mulyaning A  A