Implementation of Project Based Learning with a Culturally Responsive Teaching Approach to Increasing Cooperation Ability among Primary School Students

Abstract

This research aims to improve student cooperation in mathematics for first-grade students by implementing the project-based learning model and the Culturally Responsive Teaching approach. The research adopts a classroom action research design according to Kemmis and Robbin McTaggart, with two cycles, each comprising the stages of planning, implementation, observation, and reflection. The research subjects are 25 first-grade elementary school students, and the research object is the students' cooperation ability. Data collection techniques involve observation and documentation, while the data analysis technique used is qualitative descriptive analysis. The pre-cycle results show that the average student's cooperation ability is 43.40% (insufficient). In the first cycle, the average student's cooperation ability reaches 65.10% (enough) but has not yet achieved the expected success indicator. In the second cycle, the average student cooperation ability increases to 81.50% (good), and it has already reached the expected success indicator of 75%. Thus, there is an improvement of 16.40%. Therefore, it can be concluded that the implementation of the project-based learning model with the Culturally Responsive Teaching approach can enhance students' cooperation abilities.