The Impact of Culturally Responsive Teaching on Elementary Students' Critical Thinking Skills

Abstract

This study was motivated by the low critical thinking skills of students in Pancasila Education at MIN 5 Bandar Lampung. Preliminary observations indicated that students tended to rely on memorization, experienced difficulties in analyzing problems, and struggled to answer questions requiring higher-order thinking skills. These challenges were associated with the limited use of learning models that actively engage students in meaningful learning experiences. Therefore, this study aimed to examine the effect of the Culturally Responsive Teaching (CRT) learning model on the critical thinking skills of fourth-grade students. This study employed a quantitative approach using a Quasi-Experimental design with a Nonequivalent Control Group Design. The population consisted of all fourth-grade students at MIN 5 Bandar Lampung during the 2025/2026 academic year. The sample included Class IV A as the experimental group and Class IV D as the control group. Data on students’ critical thinking skills were collected through a validated essay test instrument and analyzed using an independent samples t-test at a significance level of 0.05. The results revealed a significant difference between the experimental and control groups. The hypothesis test produced a significance value (Sig. 2-tailed) of 0.001, which was lower than 0.05 (p < 0.05). These findings indicate that students who learned through the CRT model demonstrated higher critical thinking skills than those who received conventional instruction. In conclusion, the Culturally Responsive Teaching (CRT) learning model has a significant positive effect on students’ critical thinking skills in Pancasila Education. The findings suggest that integrating students’ cultural backgrounds and experiences into the learning process can effectively promote critical thinking and create more meaningful learning experiences in elementary education