Analysis of the Learning Environment Culturally Responsive Transformative Teaching Online on Chemistry Learning

Abstract

This study aims to obtain a profile of students’ perceptions of the learning environment through the Culturally Responsive Transformative Teaching (CRTT) approach carried out online in chemistry learning. The research was carried out in a high school in Jakarta in the even semester of the 2020/2021 academic year with 40 participants from class X science. This study uses qualitative methods with data collection techniques: interviews, observations, and reflective journals. They are collecting data related to aspects of the CRTT-based learning environment. Through this approach, students get new experiences that make them open-minded and show empathy to other students. Dimensions of the learning environment based on the results of the learning application with this approach, namely teacher support, student interaction and collaboration, response, access, and self-directedness. The profile of students’ perceptions of the learning environment through this approach is through teacher support to form a comfortable classroom environment to increase students’ learning ability. Learners who engage in meaningful discussions also tend to show better understanding, so this research positively impacts the learning environment and students’ understanding of chemistry learning.