Improving Understanding of Math Story Problems Through Culturally Responsive Teaching Approach Implementation

Abstract

This study aims to improve the understanding of mathematics story problems among fourth-grade students at SDN Ciruas I through the implementation of the Culturally Responsive Teaching (CRT) approach. The research background stems from students’ low ability to solve story problems, which are often non-contextual and lack relevance to their cultural backgrounds. CRT aligns learning with students’ culture, life experiences, and local context to create a more meaningful and inclusive learning process. This research employed a qualitative Classroom Action Research (CAR) method conducted in two cycles. The subjects were 34 fourth-grade students of SDN Ciruas I. Data collection techniques included observation, interviews, written tests, and documentation. Data were analyzed both qualitatively and quantitatively to evaluate changes in students’ understanding before and after the intervention. The results showed that the CRT approach enhanced student engagement during learning and improved their ability to understand and solve mathematics story problems. This approach proved effective in contextual mathematics learning, especially in culturally diverse classrooms. The study recommends integrating CRT into the curriculum and teacher training programs to promote learning that supports the diverse needs of students.