Penerapan Pendekatan Culturally Responsive Teaching terhadap Kemampuan Numerasi Siswa Kelas IV Mapel Matematika

Abstract

This study aimed to improve and describe the numeracy skills of fourth-grade students through Culturally Responsive Teaching (CRT) integrated with Problem Based Learning (PBL) in whole-number lessons. The classroom action research involved 27 students in class IV-B at a primary school in South Surabaya and comprised two cycles of planning, action, observation, and reflection. Quantitative data were analyzed descriptively, while implementation and reflection notes were used to explain the learning process. Data were collected through a six-item numeracy test, classroom observations, and a final student questionnaire. The mean numeracy score increased from 51.41 in the pre-cycle to 71.11 in cycle I and 86.30 in cycle II. The proportions of students scoring at least 75 were 14.8%, 40.7%, and 92.6%, respectively, representing an increase of 77.8 percentage points from the pre-cycle to cycle II. In cycle II, 25 students were in the high category and two remained in the medium category. Four observed activity indicators increased, while working on numeracy tasks remained at 100%. Sack-race scoring and a simulated market connected whole-number concepts with familiar activities. The findings show improved numeracy outcomes during PBL-integrated CRT instruction, accompanied by more systematic teaching and reinforcement exercises. Interpretation is limited to short-term progress in the classroom studied.