The integration of culturally responsive transformative teaching to enhance student cultural identity in the chemistry classroom

Abstract

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.