LEARNING MANAGEMENT THROUGH CULTURALLY RESPONSIVE TEACHING (CRT) APPROACH BASED AN ETHNOMATIC TO IMPROVE STUDENTS' CREATIVE THINKING

Human resources are an important instrument for national development. Education is a key factor in building the quality of human resources. Through CTR learning, students can improve their creative thinking according to their respective abilities, talents and interests. Recognizing the diversity of cultures and backgrounds of students. This study aims to improve the creative thinking of elementary school students through CRT based an ethnothematic learning and describe students' responses to learning using CRT approach based on ethnothematic. This study uses a mixture of quantitative and qualitative methods with experimental methods. The sample of this study was 28 students of Grade IV Elementary School. Sampling using purposive technique. Data collection techniques in this study used tests, observations, and interviews. Interactive qualitative data analysis refers to the formulation of Miles, Huberman, and Saldana (2014) which consists of three stages: data condensation, data presentation, and drawing conclusions. While quantitative research was conducted using experimental methods The results of the study provide recommendations to teachers to be able to manage learning in a fun way by accommodating differences in student backgrounds and cultures by empowering local potential. The conclusion of this study is that the CRT approach by empowering local potential can improve students' creative thinking. Keywords: culturally responsive teaching, ethnothematics, creative thinking