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Abstract

This study aimed to improve students’ learning outcomes and active participation through a Problem-Based Learning (PBL) model combined with a Culturally Responsive Teaching approach in mathematics, particularly on direct proportion. Initial observations at SMPIT Insan Permata, Malang, showed that seventh-grade students were not actively engaged in mathematics, a compulsory school subject. The study used classroom action research conducted in two cycles, each consisting of planning, implementation, observation, and reflection. Students’ mean engagement score increased from 72.94 in Cycle I to 83.78 in Cycle II. Learning outcomes also improved: classical mastery rose from only 30% in Cycle I, categorized as low, to 76% in Cycle II, categorized as high and exceeding the predetermined success indicator of at least 75%. Because the success criteria were achieved, the study was concluded after Cycle II. The substantial improvement in engagement and learning outcomes demonstrates the effectiveness of combining PBL with Culturally Responsive Teaching to strengthen students’ participation and understanding in mathematics.

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