Penerapan Culturally Responsive Teaching (CRT) dalam Pembelajaran Termokimia melalui Konteks Fermentasi Nira (Arenga pinata) sebagai Minuman Tradisional Batak

Ester Debora Togatorop; Marini Damanik

doi:10.36312/panthera.v6i2.1205

Authors

Ester Debora Togatorop Program Studi Pendidikan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Jalan William Iskandar Ps.V, Deli Serdang, Sumatera Utara 83125, Indonesia
Marini Damanik Program Studi Pendidikan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Jalan William Iskandar Ps.V, Deli Serdang, Sumatera Utara 83125, Indonesia

DOI:

https://doi.org/10.36312/panthera.v6i2.1205

Keywords:

Learning Outcomes, CRT Learning Model, Inclusive Nature, Thermochemistry

Abstract

21st-century students tend to be less aware of local wisdom, necessitating a learning approach that integrates culture into the learning process. This study aims to determine the differences in learning outcomes and inclusive attitudes of students taught using the Batak culture-based Culturally Responsive Teaching (CRT) model compared to direct instruction, and to measure the model's influence on thermochemistry. The study used a quantitative approach with a quasi-experimental design and purposive sampling technique on 11th-grade science students of SMA Negeri 10 Medan in the 2025/2026 academic year. The results showed that the Batak culture-based CRT model had a significant effect on student learning outcomes (t = 4.77; Cohen's d = 1.212, large category) and students' inclusive attitudes (t = 3.103; Cohen's d = 0.787–2.87, medium to very large category). It was concluded that the integration of Batak culture in CRT learning effectively improved students' learning outcomes and inclusive attitudes in thermochemistry.

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