Electronic Theses and Dissertation

Alfiya Nurfaizah. (2025). Peningkatan Kemampuan Literasi Matematis Siswa melalui Model Problem Based Learning dengan Pendekatan Culturally Responsive Teaching di SMA.

Kemampuan literasi matematis siswa yang masih rendah sering disebabkan oleh pembelajaran yang belum menekankan pada pengembangan kemampuan memahami, menalar, dan menerapkan konsep matematika dalam berbagai konteks. Salah satu model yang dapat digunakan untuk meningkatkan literasi matematis adalah Problem Based Learning (PBL). Meskipun demikian, Model PBL masih memiliki keterbatasan, karena permasalahan yang digunakan seringkali belum sesuai dengan latar belakang budaya siswa, sehingga siswa kurang terlibat secara aktif dalam proses pemecahan masalah. Untuk mengatasi hal tersebut, Model PBL dipadukan dengan pendekatan Culturally Responsive Teaching (CRT) yang memanfaatkan budaya lokal sebagai konteks pembelajaran, sehingga dapat mendorong keterlibatan aktif, pemahaman yang lebih dalam, serta kemampuan berpikir kritis siswa. Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan literasi matematis siswa melalui model PBL dan pendekatan CRT di SMA. Pendekatan yang digunakan di penelitian ini yaitu pendekatan kuantitatif dengan jenis penelitian true experimental design dengan menggunakan pretest-posttest control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas X SMAN 1 Seunagan tahun ajaran 2024/2025. Pengambilan sampel diambil secara random yaitu kelas X Merdeka II sebagai kelas eksperimen dan kelas X Merdeka I sebagai kelas kontrol. Pengumpulan data menggunakan tes kemampuan literasi matematis. Sedangkan pengolahan data dilakukan menggunakan uji-t independen. Berdasarkan hasil penelitian diperoleh bahwa peningkatan kemampuan literasi matematis melalui model problem based learning dengan pendekatan culturally responsive teaching lebih baik daripada peningkatan kemampuan literasi matematis melalui pembelajaran konvensional.

Kata Kunci: Culturally Responsive Teaching, Kemampuan Literasi Matematis, Problem Based Learning.

Alfiya Nurfaizah. (2025). Improving Students’ Mathematical Literacy through the Problem-Based Learning Model with a Culturally Responsive Teaching Approach in Senior High School. Students’ low mathematical literacy ability is often caused by learning that does not emphasize the development of skills in understanding, reasoning, and applying mathematical concepts in various contexts. One model that can be used to improve mathematical literacy is Problem Based Learning (PBL). However, PBL still has limitations because the problems used are often not aligned with students’ cultural backgrounds, resulting in less active engagement in the problem-solving process. To overcome this, PBL is combined with the Culturally Responsive Teaching (CRT) approach, which utilizes local culture as a learning context to encourage active participation, deeper understanding, and the development of students’ critical thinking skills. This study aims to examine the improvement of students’ mathematical literacy through the PBL model with the CRT approach in senior high school. The approach used in this research is quantitative with a true experimental design type, employing a pretest-posttest control group design. The population in this study consists of all tenth-grade students of SMAN 1 Seunagan in the 2024/2025 academic year. The sample was selected randomly, with class X Merdeka II as the experimental group and class X Merdeka I as the control group. Data were collected using a mathematical literacy test, while data analysis was conducted using an independent t-test. Based on the results, it was found that the improvement of students’ mathematical literacy through the problem-based learning model with the culturally responsive teaching approach was better than the improvement achieved through conventional learning. Keywords : Culturally Responsive Teaching, Mathematical Literacy Ability, Problem Based Learning.