EFFORTS TO IMPROVE STUDENT COLLABORATION SKILLS USING A PROBLEM-BASED LEARNING MODEL BASED ON A CULTURALLY RESPONSIVE TEACHING APPROACH IN CLASS IV IPAS MATERIALS

Abstract

The purpose of this study was to improve collaboration skills in science learning for fourth-grade students by applying the Problem-Based Learning model based on Culturally Responsive Teaching. This research is a collaborative classroom action research (PTKK). The research was conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection. The research subjects were 27 students in grade IV. Sources of data come from teachers and students. Data collection techniques are by interview, observation, questionnaire, and documentation. The data analysis technique uses the interactive Miles-Huberman model. The research procedure is an interrelated spiral model. The results showed that the application of the Problem-Based Learning model based on Culturally Responsive Teaching can improve collaboration skills from pre-action, cycle I, and cycle II. The learning process in pre-action students is not used to doing group activities so students' collaboration skills are still low. Improved collaboration skills occurred in cycle I, although not yet optimal. Implementation of cycle II causes collaboration skills to increase to high so that it can support a quality learning process. This study concludes that the application of the Problem-Based Learning model based on Culturally Responsive Teaching can improve collaboration skills in class IV science learning.