Sarcouncil Journal of Education and Sociology

Abstract: This study aims to analyze the implementation of Culturally Responsive Teaching (CRT) in designing learning that is based on the needs of Simalungun students at SMA Negeri 3 Pematangsiantar and SMA Sultan Agung Pematangsiantar. The research method used is descriptive qualitative, with data collected through observation, in-depth interviews, and document analysis. The findings indicate that the implementation of CRT in History learning is still not optimal, as Simalungun cultural content is more frequently featured in art performances and the Pancasila Student Profile Strengthening Project (P5) rather than in formal classroom instruction. The application of CRT has a positive impact on increasing student motivation and active participation, as well as fostering a sense of pride in local cultural identity. However, limited teacher understanding of CRT remains a major challenge that needs to be addressed through continuous training and mentoring. The study reveals a need for more systematic integration of Simalungun cultural elements into the formal curriculum, particularly in History lessons. To address this, schools could develop comprehensive lesson plans that incorporate local cultural narratives, artifacts, and historical perspectives alongside national content. Additionally, creating a supportive environment for teachers to collaborate and share best practices in implementing CRT could help overcome the challenges of limited understanding and promote more effective culturally responsive pedagogy.