Ridho Bayu Yefterson, Rery Novio, Ratna Wilis, Ray Silva

Pelatihan Perangkat Ajar IPS Berbasis Culturally Responsive Teaching bagi Guru MGMP IPS Kota Padang

Introduction

Pelatihan perangkat ajar ips berbasis culturally responsive teaching bagi guru mgmp ips kota padang. Pelatihan Culturally Responsive Teaching (CRT) bagi guru IPS MGMP Kota Padang. Tingkatkan kompetensi merancang perangkat ajar IPS responsif budaya & kurikulum berbasis kearifan lokal.

Abstract

Guru IPS memerlukan penguatan profesional agar mampu merancang pembelajaran yang relevan dengan keragaman sosial-budaya peserta didik. Pengajaran yang responsif secara budaya (Culturally Responsive Teaching/CRT) menekankan peran aktif guru dalam mengaitkan materi IPS dengan identitas, pengalaman, dan konteks budaya peserta didik melalui interaksi kelas yang inklusif. Kegiatan pengabdian ini bertujuan memberikan pelatihan CRT (melalui rangkaian pelatihan pendekatan CTRL yang digunakan dalam kegiatan) untuk meningkatkan kompetensi guru IPS anggota MGMP IPS Kota Padang dalam memahami prinsip CRT, merancang modul/RPP IPS berbasis kearifan lokal, serta menyiapkan strategi pembelajaran dan asesmen yang lebih responsif budaya. Dampak terhadap pembelajaran IPS yang lebih bermakna bagi peserta didik diposisikan sebagai outcome yang diharapkan melalui implementasi perangkat ajar yang disusun, namun tidak diukur secara langsung pada kegiatan ini. Metode pelaksanaan terdiri atas empat langkah, yaitu persiapan dan sosialisasi, kegiatan inti 1 (pembinaan), kegiatan inti 2 (pelatihan perancangan perangkat ajar dengan pendekatan CTRL), dan tahap pemberdayaan/evaluasi. Hasil kegiatan menunjukkan guru memperoleh pengetahuan dan strategi untuk mengaitkan pembelajaran IPS dengan latar budaya, yang tercermin pada modul/RPP yang disusun. Selain itu, berdasarkan kegiatan diseminasi perangkat ajar, sebanyak 90% guru melaporkan telah menerapkan prinsip pembelajaran responsif budaya dalam praktik pembelajaran sehari-hari.

Review

The article "Pelatihan Perangkat Ajar IPS Berbasis Culturally Responsive Teaching bagi Guru MGMP IPS Kota Padang" addresses a highly relevant and critical need within the field of social studies education in Indonesia. It focuses on strengthening the professional capacity of IPS (Social Studies) teachers to design learning experiences that are responsive to the diverse socio-cultural backgrounds of their students. The core objective of this community service activity was to provide training in Culturally Responsive Teaching (CRT), utilizing the CTRL approach, to enhance the competence of IPS teachers in Padang City in understanding CRT principles, developing culturally responsive instructional materials (modules/RPP based on local wisdom), and preparing effective teaching and assessment strategies. The overarching aim was to foster more meaningful IPS learning for students through the implementation of these newly developed teaching tools. The study demonstrates several commendable strengths. The choice of CRT as the foundational pedagogical approach is particularly pertinent, aligning with global calls for inclusive and equitable education that values students' identities and experiences. The structured methodology, involving preparation, coaching, hands-on training for instructional device design, and an empowerment/evaluation phase, appears robust for a professional development initiative. The immediate results are encouraging: teachers reportedly gained valuable knowledge and strategies for integrating cultural backgrounds into their IPS lessons, which was tangibly reflected in the modules/RPP they developed. Furthermore, the high percentage (90%) of teachers reporting implementation of culturally responsive principles in their daily practice, as gathered through dissemination activities, suggests a positive initial uptake and perceived efficacy of the training. While the immediate outcomes regarding teacher knowledge and reported practice are positive, a significant area for future research and deeper analysis lies in the direct measurement of the *impact on student learning*. The abstract explicitly states that this was an expected outcome but not directly measured, which is a common but critical limitation for interventions aiming to improve pedagogical practice. Future work would greatly benefit from incorporating methods to assess student engagement, understanding, and achievement in IPS following the teachers' implementation of CRT. Additionally, a more in-depth qualitative exploration of the challenges and successes teachers encountered in integrating CRT into their daily practice, beyond self-reported data, could provide richer insights. Despite this, the initiative successfully lays a vital groundwork for fostering culturally responsive education and provides valuable insights into effective professional development strategies for IPS teachers in diverse contexts.

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