Improvement of Learning Outcomes Through A Culturally Responsive Teaching (CRT) Approach Based on Media Science Adventure Board Game in Grade IV Elementary School Students
Keywords:
Culturally Responsive Teaching, Science Adventure Board Game, learning outcomesAbstract
This classroom action research was motivated by low learning outcomes and limited student engagement in Science and Social Studies (IPAS) learning among fourth-grade students. This study aimed to improve students' learning outcomes through the implementation of the Culturally Responsive Teaching (CRT) approach supported by the Science Adventure Board Game. The study employed a classroom action research design conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection. The participants were fourth-grade students at SD N Muktiharjo Kidul 02. Data were collected through learning outcome tests, observations, and interviews, and analyzed using quantitative and descriptive qualitative techniques. The results showed an improvement in students' learning outcomes from the Pre-Cycle, with an average score of 70.54 and 32% classical mastery, to an average score of 80.36 with 71% mastery in Cycle I, and further increased to an average score of 90.18 with 89% mastery in Cycle II. The implementation of CRT supported by the Science Adventure Board Game created a more contextual, interactive, and engaging learning experience. Therefore, this approach can serve as an alternative strategy for improving students' IPAS learning outcomes.
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