Application of problem based learning (PBL) learning model based on culturally responsive teaching (CRT) to the science learning outcomes of students in grade VII junior high school

This study aims to examine the effectiveness of the application of the CRT-based PBL model on science learning outcomes on ecology and biodiversity material in junior high school grade VII. This study used a quasi-experimental design with the post test-only control group. Data were obtained through post-test to measure cognitive learning outcomes and observation during the learning process to assess affective learning outcomes. The results in this study indicated that in the experimental class, the average post-test score (79.79) exceeded the average score in the control class (63.88). The t test analysis revealed a significant difference between the two groups (0.001 0.05). In addition, observation of affective aspects indicated that the level of activity and involvement of students in the experimental class was observed to be higher than in the control class. These findings corroborate that the Culturally Responsive Teaching (CRT)-based Problem Based Learning (PBL) method not only improves cognitive understanding but also encourages learners' affective engagement more optimally than conventional learning.