Implementation of Culturally Responsive Teaching to Improve Cultural Literacy of Elementary School Students
Abstract
This study aims to analyze the effectiveness of implementing the Culturally Responsive Teaching (CRT) approach in enhancing the cultural literacy of students at SD Negeri 25, Ternate City. The study employs a quantitative approach using a pre-experimental design—specifically, a one-group pre-test–post-test design. The subjects consisted of 21 fifth-grade students, selected through purposive sampling. Data analysis was conducted using the Wilcoxon Signed-Rank Test. The statistical analysis results indicate a significance value of less than 0.05 (p < 0.05), demonstrating a significant difference between the pre-test and post-test scores. Consequently, it can be concluded that the implementation of the Culturally Responsive Teaching approach is effective in improving the cultural literacy of elementary school students. These findings imply that an instructional approach responsive to the cultures and cultural experiences of learners can foster a more contextual, inclusive, and meaningful learning process, while also supporting the development of a character rooted in diversity at the elementary school level.
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