Chemistry students’ identity empowerment through etnochemistry in culturally responsive transformative teaching (CRTT)

Rahmawati, Yuli; Ridwan, Achmad; Rahman, Arif; Kurniadewi, Fera

doi:10.1088/1742-6596/1156/1/012032

Cited by 5 publications

(17 citation statements)

References 15 publications

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“…The integration of CRTT approach in applies the principle of CRT [19] which consist of five categories: content integration, facilitating knowledge construction, prejudice reduction, social justice, and academic development. CRTT [9] consists of five stages, namely: self-identification, cultural understanding, collaboration, critical reflective thinking and transformative construction. The integration of CRTT learning stages is shown in the picture below.…”

Section: The Integration Of Crtt In Chemistry Learningmentioning

confidence: 99%

“…Self-Identification Self-identification is the first step in the learning process where the diverse backgrounds of students are explored. According to [9], self-identification is the stage where students identify their cultural differences and explore the limits placed on them by their identity. At this stage, students write down their cultural origins, characteristics, and learning style by filling in the questionnaire.…”

Section: The Integration Of Crtt In Chemistry Learningmentioning

confidence: 99%

“…During the cultural understanding stage, students engage in knowledge construction through the use of articles and other resources related to ethnochemistry [9] and cultural understanding. This stage refers to the CRT phase [19] of Facilitating Knowledge Construction where the role of the teacher is to facilitate students ability to build their knowledge.…”

Section: Cultural Understandingmentioning

confidence: 99%

“…[7] claims that the CRT ensures students perform well academically whilst encouraging them to think critically about their current culture and how they can maintain their cultural identity. The CRTT approach has been developed by integrating CRT principles which allows students to explore the different cultures in Indonesia and how cultural identity impacts in relation to their daily lives [9]. Students also learn to respect and empathize with other students based on the cultural background of each region.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, this study focuses on the integration of CRTT in chemistry classroom to enhance students' cultural identity. The CRTT approach consists of five phases: self-identification, cultural understanding, collaboration, critical reflection, and transformative construction [9]. A previous study that explored in the concept of electrolyte and non-electrolyte solutions in year-10 chemistry classrooms using the CRTT approach showed that students were empowered to learn chemistry [9].…”

Section: Introductionmentioning

confidence: 99%

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The Integration of Culturally Responsive Transformative Teaching to Enhance Student Cultural Identity in the Chemistry Classroom

Rahmawati¹,

Ridwan²,

Cahyana³

et al. 2020

ujer

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This study explored how the integration of culturally responsive transformative teaching (CRTT) approach was applied to chemistry learning with the aim of enhancing student cultural identity. The study consisted of five phases: 1) self-identification, 2) cultural understanding, 3) collaboration, 4) critical reflection, and 5) transformative construction [34]. A qualitative methodology was employed with multiple data collection samples through classroom observations, reflective journals, student interviews, and a concept test. The integration of CRTT was implemented in a chemistry classroom at a public secondary school with 35 year 10 students studying the topic of electrolyte and non-electrolyte solutions. The data was analyzed using the basic principles of cultural identity categories. The results of the study show that the integration of CRTT helped students enhance their cultural identity and nationalism, awareness of cultural differences, and their learning about cultural identity development. The integration of CRTT is relevant to the aims of the Indonesia curriculum which is focused on developing student character and cultural identity.

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Section: The Integration Of Crtt In Chemistry Learningmentioning

confidence: 99%

Section: The Integration Of Crtt In Chemistry Learningmentioning

confidence: 99%

Section: Cultural Understandingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Integration of Culturally Responsive Transformative Teaching to Enhance Student Cultural Identity in the Chemistry Classroom

Rahmawati¹,

Ridwan²,

Cahyana³

et al. 2020

ujer

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Culturally Responsive Chemistry Teaching (CRCT) of College Students as A Novice Teacher: Does It Matter?

Winarti

Almubarak²,

Saadi³

et al. 2022

j.tadris.kimiya

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Culture is an essential part of human life; cultural involvement in learning can train students to find the meaning of life, including the contribution of chemistry in the cultural context of society. Teachers reported that they struggle to meet students' needs relevant to differences in culture and ability. The study aimed to investigate college students' understanding of chemistry by involving their culture with various methods, including transformative teaching and problem-solving. The research method used descriptive with a qualitative approach. The data collection techniques were projects, interviews, observation, and questionnaires. The findings revealed that the learning process involving cultural aspects could show the contribution of chemical elements in society, especially the formation of scientific cognition. Culturally responsive chemistry teaching is an innovative learning approach to training college students' understanding (novice teachers). The research concludes that a good chemistry teacher can understand the needs of students, especially knowing their cultural background. To effectively teach from diverse backgrounds, schools need teachers who understand the impact of student's home and community cultures on their educational experience. This research can also develop an instructional design, train novice chemistry teachers’ teaching skills, and develop curriculum.

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Pengembangan Soft Skills Siswa Melalui Penerapan Culturally Responsive Transformative Teaching (CRTT) dalam Pembelajaran Kimia

Rahmawati

Ridwan

Faustine

et al. 2020

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aimed is to develop students' soft skills through the implementation of the Culturally Responsive Transformative Teaching (CRTT) in chemistry learning. Indonesia's ethnic and cultural diversity is a challenge for teachers to design the chemistry lessons which is relevant with students' characteristics. The research methodology applied is qualitative and applied on chemistry learning in the topics of acid and base, electrolyte and non electrolyte solution in five stages: self identification, cultural understanding, collaboration, critical reflections, and transformative construction. This research was conducted in two schools in DKI Jakarta and West Java in 2018. The data was collected by interview, reflective journal, and observations. The results showed that the chemistry learning through CRTT model can develop students' soft skills such as collaboration skills, critical thinking skills, nationality, social and cultural awareness, leadership, environmental caring, and curiosity. The teachers' interview and reflections showed that the challenges in applying this approach were creativity in integrating cultural concepts in chemistry learning, students' understanding, time constraints, and the paradigm of students and teachers. Integration of ethnochemistry in CRTT can be developed in other chemical concepts with the principle of students' character development.

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Chemistry students’ identity empowerment through etnochemistry in culturally responsive transformative teaching (CRTT)

Cited by 5 publications

References 15 publications

The Integration of Culturally Responsive Transformative Teaching to Enhance Student Cultural Identity in the Chemistry Classroom

The Integration of Culturally Responsive Transformative Teaching to Enhance Student Cultural Identity in the Chemistry Classroom

Culturally Responsive Chemistry Teaching (CRCT) of College Students as A Novice Teacher: Does It Matter?

Pengembangan Soft Skills Siswa Melalui Penerapan Culturally Responsive Transformative Teaching (CRTT) dalam Pembelajaran Kimia

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