Penguatan Karakter Bermasyarakat dan Ketulusan Hati Siswa Sekolah Dasar Melalui Culturally Responsive Teaching (CRT)
Strengthening Elementary School Students Character and Sincerity Through Culturally Responsive Teaching (CRT)
Siti Herlina, 2025. Penguatan Karakter Bermasyarakat dan Ketulusan Hati Siswa Sekolah Dasar Melalui Culturally Responsive Teaching (CRT) Tesis, Program Studi Pendidikan Dasar, Pascasarjana Universitas Negeri Surabaya. Pembimbing (1) Dr. Ari Metalin Puspita, S.Pd.SD.,M.Pd., dan (II) Dr. Hitta Alfi Muhimmah, M.Pd,.
Kata kunci: karakter bermasyarakat, ketulusan hati, Culturally Responsive Teaching, pendidikan dasar.
Penelitian ini bertujuan untuk mendeskripsikan penerapan Culturally Responsive Teaching (CRT) dalam menumbuhkan karakter bermasyarakat dan ketulusan hati siswa sekolah dasar. Latar belakang penelitian berangkat dari kondisi nyata di SDN Mulyoagung yang menunjukkan lemahnya empati, kepedulian, kerja sama, serta menurunnya capaian karakter siswa, sehingga diperlukan pendekatan pembelajaran yang lebih kontekstual dengan budaya lokal. Pendekatan CRT dipilih karena menempatkan budaya sebagai inti pembelajaran, sehingga nilai-nilai sosial dan moral dapat dipahami siswa secara lebih autentik.
Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Subjek penelitian meliputi guru kelas V, siswa kelas V, kepala sekolah, wali murid, dan tokoh masyarakat. Teknik pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi. Data dianalisis menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperkuat melalui triangulasi sumber, teknik, dan waktu.
Hasil penelitian menunjukkan bahwa penerapan CRT di SDN Mulyoagung diwujudkan melalui integrasi budaya lokal ke dalam proses pembelajaran, penggunaan cerita rakyat dan tradisi desa, serta kegiatan kolaboratif berbasis budaya. Proses penguatan ketulusan hati siswa muncul melalui pembiasaan, keteladanan guru, kegiatan sosial, serta pengalaman nyata berdasarkan budaya lokal seperti gotong royong, rewang, dan kerja kelompok. Penerapan CRT terbukti efektif dalam menguatkan karakter bermasyarakat, yang tampak dari meningkatnya kerja sama, sikap saling menghormati, keterlibatan dalam kegiatan budaya, serta komunikasi yang sopan dan empatik.
Simpulan penelitian menegaskan bahwa CRT merupakan pendekatan pembelajaran yang relevan dan efektif untuk memperkuat karakter bermasyarakat dan ketulusan hati siswa sekolah dasar melalui pengalaman belajar yang kontekstual, responsif budaya, dan berorientasi pada nilai-nilai lokal.
Siti Herlina, 2025. Strengthening the Community Character and Sincerity of Elementary School Students Through Culturally Responsive Teaching (CRT) Thesis, Elementary Education Study Program, Postgraduate Program, Surabaya State University. Supervisors (1) Dr. Ari Metalin Puspita, S.Pd.SD., M.Pd., and (II) Dr. Hitta Alfi Muhimmah, M.Pd,.
Keywords: community character, sincerity, Culturally Responsive Teaching, primary education.
This study aims to describe the application of Culturally Responsive Teaching (CRT) in fostering the character of community and sincerity of elementary school students. The background of the research departs from the real conditions at SDN Mulyoagung which show weak empathy, caring, cooperation, and declining student character achievements, so that a more contextualized learning approach with local culture is needed. The CRT approach was chosen because it places culture at the core of learning, so that social and moral values can be understood by students more authentically.
This research used a qualitative approach with a case study type. The research subjects included grade V teachers, grade V students, school principals, student guardians, and community leaders. Data collection techniques were conducted through participatory observation, in-depth interviews, and documentation. Data were analyzed using the Miles and Huberman interactive model which includes data reduction, data presentation, and conclusion drawing. Data validity was strengthened through triangulation of sources, techniques, and time.
The results show that the implementation of CRT at SDN Mulyoagung is realized through the integration of local culture into the learning process, the use of folklore and village traditions, and culture-based collaborative activities. The process of strengthening students' sincerity emerges through habituation, teacher example, social activities, and real experiences based on local culture such as gotong royong, rewang, and group work. The implementation of CRT proved to be effective in strengthening community character, as evidenced by increased cooperation, mutual respect, involvement in cultural activities, and polite and empathetic communication.
The research conclusion confirms that CRT is a relevant and effective learning approach to strengthen the community character and sincerity of elementary school students through learning experiences that are contextual, culturally responsive, and oriented to local values.