Analysis of Culturally Responsive Teaching Self-Efficacy in Learning Mathematics in Junior High School

Abstract

Mathematics education at the elementary level Junior High School has role strategic in build ability think logical, critical, and analytical participant educate. Deep Learning in context mathematics refers to the approach learning that emphasizes understanding draft in a way deep and meaningful, not just memorize formula or procedure. One of the approaches that can answer challenge the is Culturally Responsive Teaching, namely a learning strategy that values and integrates background behind culture student to in the learning process teach. CRTSE illustrates level teacher's belief in manage class, designing learning, as well as build effective relationships with student from various background culture. In context in this case, Culturally Responsive Teaching Self-Efficacy becomes draft important to describe belief teacher self in implementing learning strategies responsive culture. The results of the Culturally Responsive Teaching Self-Efficacy questionnaire show aspect Carry out activity learning cooperative for students who like Work in group. Occupy ranking highest with value 40.7%, Get information about strength academic students and help students for develop connection positive with Friend peers in class, occupy ranking second with value 37%. Identify ways How student communicating at home that may be different from norm school, get information about background behind culture students, designing appropriate instructions with need development students and Arrange parent - teacher conference so that meeting the No scary for parents. occupy order third with value of 33.3%, and aspects other presentation more low.