Culturally Responsive Teaching for Academic Writing: A Local-Context Pedagogical Approach to Enhance Indonesian Secondary Students’ Scientific Writing Competence

Abstract

Students experience difficulties writing scientific papers; therefore, innovative learning approaches are needed to address students' low interest and limited skills, which stem from the lack of learning models that integrate CRT with the local cultural context. This study aims to implement an innovative approach to scientific writing that incorporates local cultural knowledge through CRT to strengthen students’ holistic competencies in Central Java. Using a descriptive qualitative design, data were collected through classroom observations, interviews, and analysis of students’ manuscripts, involving 212 purposively selected participants. The data analysis technique used in this study is interactive data analysis. The findings reveal three key outcomes. First, integrating local culture into writing instruction encouraged deeper reflection, critical engagement, and higher motivation. Second, CRT-based strategies enhanced students’ academic self-efficacy, making them more confident in articulating ideas rooted in their cultural experiences. Third, students’ perception of scientific writing shifted from a formal requirement to a meaningful practice for societal contribution and cultural preservation. Conceptually, this study offers a novel approach by applying CRT in Indonesian secondary education to connect cultural knowledge with scientific writing. The study demonstrates that such integration not only improves scientific writing abilities but also strengthens students’ cultural awareness and identity.