Abstract:
This study was initiated due to challenges in student learning activities, particularly in mathematics. The
teaching method used was predominantly lecture-based and teacher-centered, which led to student boredom
and low learning outcomes. Educators mostly employed lectures and question-and-answer sessions without
incorporating varied strategies or engaging media. As a result, students showed limited improvement in
mathematics performance. The research aimed to examine the impact of the Culturally Responsive Teaching
(CRT) model, supported by the use of number wheel media, on the mathematics learning outcomes of grade II
students at the Pandan Malaysia Learning Studio. This study used a quantitative research approach with a one group experimental design. The sample included all 13 grade II students at the studio. The research instrument
was a mathematics test consisting of 12 validated items, administered as both a pre-test and a post-test. Findings
showed a significant improvement in student outcomes after implementing the CRT model with number wheel
media. The average score of the control class was 58.00, while the experimental group that used the innovative
method scored an average of 79.23. Based on the “Independent Samples Test,” the significance value (sig. 2-
tailed) was 0.000, which is less than 0.05, indicating a statistically significant effect. In conclusion, the study found
that the Culturally Responsive Teaching model, when combined with number wheel media, positively
influenced the mathematics learning outcomes of grade II students at the Pandan Malaysia Learning Studio,
highlighting the importance of engaging, student-centered learning strategies
