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

Abstract

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.

Identifikasi Potensi Budaya Lokal Berbasis Etnokimia Di kabupaten Bantul

“…Budaya tersebut dapat dikaitkan dengan materi kimia larutan elektrolit dan non elektrolit (Rahmawati, 2017). Namun demikian, penerapan pembelajaran kimia berbasis budaya memiliki permasalahan dalam hal integrasi antara budaya dengan materi kimia (Rahmawati, dkk, 2020).…”

Effect of Problem-Based Learning Integrated Local Wisdom on Student Hots and Scientific Attitude

“…The diversity of Indonesian ethnicities and cultures is a challenge for teachers to design lessons that are relevant to the characteristics of students. That is, the obstacles faced by teachers are creativity in integrating concepts about culture in science learning, understanding student concepts, time constraints, and student and teacher paradigms (Rahmawati, et al, 2020). If in tourist objects-based science learning, students' misconceptions about the topic of the interaction of living things and their environment occur, the teacher can use scaffolding.…”

Literasi Kimia Pada Aspek Kompotensi Melalui Pembelajaran Inkuiri Terbimbing Dengan Pendekatan Etnosains

“…Literasi kimia adalah bagian dari literasi sain [3] merupakan kemampuan untuk memahami kimia dan mengaplikasikannya dalam kehidupan sehari-hari [4,5]. Sementara menurut Rahmawati, et.al. orang yang mempunyai kemampuan literasi kimiawi dapat mengkomunikasikan pemahaman umum tentang kimia, melakukan penyelidikan ilmiah, menarik kesimpulan menggunakan pengetahuan ini dan menjelaskan suatu peristiwa [6].…”