Hilmiati, Hilmiati (2019) Examining the implementation of Culturally Responsive Teaching Materials (CRTM) of Sasak culture literature using Culturally Responsive Teaching (CRT). International Journal of Humanities and Innovation (IJHI), 2 (1). pp. 13-20. ISSN 26146169

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Abstract

ENGLISH Implementing Culturally Responsive Teaching Materials (CRTM) of Sasak culture literature using Culturally Responsive Teaching (CRT) strategy enables students to connect concepts and real-life experiences on culture. This research aims to examine the implementation of Culturally Responsive Teaching Materials (CRTM) of Sasak culture literature using Culturally Responsive Teaching (CRT) strategy. This research applied pre-experimental design with a one-group pretest-posttest design. Teaching materials taught in this study are intrinsic and extrinsic elements in short stories and novels. Thirty-three Public Islamic Senior High School student in West Nusa Tenggara participated in this research. The results of the implementation test before and after treatment indicated a significant difference. The mean score of the learning outcomes before the treatment (pretest) was 51.45 and 76.82 on the posttest. This research implies the attainment of implementing Culturally Responsive Teaching Materials (CRTM) of Sasak culture literature using Culturally Responsive Teaching (CRT) strategy to the students of Islamic Senior High School.

Item Type:	Article
Uncontrolled Keywords:	Culturally Responsive Teaching Materials (CRTM); Sasak culture literature; cultural value; Culturally Responsive Teaching (CRT)
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130206 Sasak,Samawa, and Mbojo Language Curriculum and Pedagogy 20 LANGUAGE, COMMUNICATION AND CULTURE > 2005 Literary Studies > 200504 Sasak, Samawa, or Mbojo Literature
Divisions:	Fakultas Tarbiyah dan Keguruan > Jurusan Pendidikan Guru Madrasah Ibtidaiyah
Depositing User:	Dr. M.Pd. Muammar Muammar
Date Deposited:	08 Jun 2021 00:38
Last Modified:	30 May 2022 03:55
URI:	http://repository.uinmataram.ac.id/id/eprint/432

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