Efforts to Improve Students' Statistical Reasoning Ability through the Culturally Responsive Teaching Approach

Abstract

Statistical reasoning plays a crucial role in addressing everyday phenomena. To achieve statistical reasoning, teachers need to design innovative learning approaches. Culturally Responsive Teaching (CRT) is a teaching approach that helps students embrace and strengthen their cultural identity. Learning activities involving students' cultural elements represent student-centered learning. This study aims to analyze the implementation of the Culturally Responsive Teaching (CRT) approach in improving students' statistical reasoning skills. Conducted in Class VIII.5 of SMP Negeri 10 Tanjungpinang with 27 students, the research employed classroom action research (CAR) with a project-based CRT approach. The study involved a model teacher who was a pre-service teacher in the Teacher Professional Education Program at Universitas Maritim Raja Ali Haji. CAR followed four main steps: planning, acting, observing, and reflecting. The data analysis uses descriptive and inferential analysis. Results showed an improvement in students' statistical reasoning using the CRT approach.