Exploration of Culturally Responsive Teaching and Problem-Based Learning in The Diverse Learning of Prospective Science Teachers

Abstract

Cultural diversity involves the learning process. This study aims to describe how the implementation of CRT and PBL affects teaching patterns and its influence on critical thinking character and awareness of cultural behaviour. The study was conducted in a class of 24 prospective science teachers which come from eight provinces in Indonesia. Course lecturers and the head of the study program also participated. The research data were obtained from observations, questionnaires and interviews. Data analysis used a qualitative approach. The results of this study reveal that CRT is more inclined to how teachers design culture-based learning, how student differences are seen as commonplace, and with in-depth communication can create a sense of care and compassion. Meanwhile, PBL connects communication through a directed and structured group activity. The appropriate collaboration between CRT and PBL can generate critical thinking figure and awareness of the cultured behaviour of prospective science teacher.