Should we learn culture in chemistry classroom? Integration ethnochemistry in culturally responsive teaching

Rahmawati, Yuli; Ridwan, Achmad; Nurbaity,

doi:10.1063/1.4995108

Cited by 42 publications

(51 citation statements)

References 9 publications

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“…The lecturer tried to develop a good relationship with the research participants prior to challenging their thinking. According to Rahmawati and Ridwan, (2017), teachers need to develop positive teacher-student relationships in order to empower their students. At the end of the lesson, the lecturer related the students' experiences to existing society values and their relationship to course aims.…”

Section: Values Reflectionsmentioning

confidence: 99%

Improved Learning Design for Pre-Service Teacher in a Character Education Course

Sarkadi¹,

Casmana²,

Rahmawati³

2020

ujer

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This study aimed to develop pre-service teachers' engagement in a character education course through new learning design of a RECE (Reflect, Engage, Collaborate and Elaborate) teaching model, in the Pancasila and Citizenship Education department of a university. RECE involve self-reflections and collaborative learning. The RECE active learning and teaching model was implemented to engage pre-service teachers in challenging classroom environments. The study was conducted with 65 pre-service teachers in their first year of study in a one semester character education course. Pre-service teachers in the study are prepared to become teachers of Pancasila and Citizenship lesson in high schools in Indonesia. The course aims to prepare pre-service teachers for future challenges they may have to deal with in relation to religion, nationalism, independence, working together, and integrity. This research used a qualitative method with the data collection of interviews, observations and document analysis. This research was divided into two phases: first, teaching model development and second, student engagement. The teaching model engaged pre-service teachers in current issues through collaboration and reflection. The results indicate that participants were motivated to engage in the course by reflecting on their learning, by using the higher-order thinking skills of critical and creative thinking, and by using collaboration and communication skills. The pre-service teachers were challenged to deliberate about critical issues and to solve problems that may impact positively on their role as future teachers.

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Section: Values Reflectionsmentioning

confidence: 99%

Improved Learning Design for Pre-Service Teacher in a Character Education Course

Sarkadi¹,

Casmana²,

Rahmawati³

2020

ujer

Self Cite

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“…Pendidik harus menyadari bahwa terdapat kaitan erat antara budaya dengan cara berpikir siswa (Gay, 2000). Integrasi latar belakang budaya siswa merupakan upaya untuk mendekatkan peserta didik dengan konteks pembelajaran dan kesadaran siswa terhadap identitas budayanya (Ladson & Billings, 1995;Rahmawati & Ridwan, 2017;Rahmawati & Taylor, 2017).…”

Section: Pendahuluanunclassified

“…Salah satu model pembelajaran yang dapat diterapkan dalam pembelajaran adalah CRTT yang dikembangkan oleh Rahmawati & Ridwan (2017) and berdasarkan prinsip CRTT dan pembelajaran transformative yang terdiri dari 5 fase yaitu identifikasi diri (self identification), pemahaman budaya (cultural understanding), kolaborasi (collaboration), berpikir refleksi kritis (critical reflection), dan konstruksi transformatif (transformative construction). CRTT diadaptasi dari CRT yang merupakan pendekatan pembelajaran yang menghubungkan latar belakang siswa, pengalaman siswa, gaya belajar, dan karakteristik siswa untuk kepentingan akademiknya (Gay, 2000).…”

Section: Pendahuluanunclassified

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

Rahmawati

Ridwan

Faustine

et al. 2020

jppipa, pendidikan ipa, fisika, biologi, kimia

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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.

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“…Menurut Gay (2000), culturally responsive teaching diintegrasikan melalui sejauh mana pengetahuan budaya peserta didik, pengalaman peserta didik, dan gaya belajar yang beragam agar dapat memberikan pengalaman belajar yang bermakna [23]. Penekanan budaya peserta didik tidak hanya dijadikan sebagai upaya mendekatkan peserta didik dengan konteks pembelajaran, akan tetapi dapat digunakan untuk menjembatani munculnya kesadaran peserta didik terhadap identitas budayanya [46,47]. Pada konteks ini pendidik juga diharapkan memahami identitas budayanya dalam menerapkan pendekatan ini.…”

Section: Pendekatan Culturally Responsiveunclassified

“…Pada penelitian yang telah dilakukan culturally responsive teaching diintegrasikan dengan etnokimia sebagai salah satu sarana integrasi budaya dalam pada prinsip pendekatan ini. Model pembelajaran yang dikembangkan pada penelitian ini terdiri dari tahapan 1) self identification, cultural understanding, collaboration, critical reflective thinking, dan transformative constructions [47], yang pada prinsipnya merupakan integrasi transformative learning dalam proses pembelajaran dan prinsip culturally responsive teaching oleh Hernandez, Morales, and Shroyer (2013) [49]. Berikut adalah beberapa contoh artikel etnokimia yang dikembangkan yang diintegrasikan dalam model pembelajaran, khususnya pada tahap cultural understanding.…”

Section: Pendekatan Culturally Responsiveunclassified

Peranan Transformative Learning dalam Pendidikan Kimia: Pengembangan Karakter, Identitas Budaya, dan Kompetensi Abad ke-21

2018

jrpk

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Pendidikan kimia tidak hanya terfokus untuk meningkatkan kompetensi peserta didik pada aspek pengetahuan kimia, namun juga mempersiapkan generasi muda yang memiliki kemampuan menjadi agent of change, berkarakter, dan berbudaya khususnya dalam menghadapi tantangan abad 21. Pembelajaran dengan prinsip transformative learning terfokus pada mentransformasi beliefs, perilaku (attitudes), dan emosi akan mengintegrasikan refleksi peserta didik terhadap dirinya sendiri (self-critical reflection) yang dikaitkan dengan pengalamannya untuk mengembangkan dan mentransformasi kompetensi peserta didik secara holistik baik hard skills maupun soft skills. Artikel ini memberikan paparan mengenai peranan transformative learning dalam pembelajaran kimia dalam mengembangkan karakter, identitas budaya, dan kompetensi abad ke-21 dari peserta didik dan memberikan penguatan kompetensi terhadap kehidupan sosial peserta didik dalam bermasyarakat yang dapat dijadikan sebagai keterampilan peserta didik di masa yang akan datang. Pendekatan-pendekatan pembelajaran yang telah dikembangkan oleh peneliti bersama tim peneliti selama tahun 2013-2017 menggunakan dasar prinsip transformative learning dimana proses refleksi peserta didik dan peranan pendidik sebagai transformative educator berperan sangat penting. Pendekatan-pendekatan pembelajaran yang telah diterapkan dalam pembelajaran kimia, yaitu Social Emotional Learning (SEL), Dilemmas Stories, Life Cycle Analysis, Socio-Critical Problem Oriented, Culturally Responsive Teaching, dan Science Technology Education Art and Mathematics (STEAM). Integrasi transformative learning ini membutuhkan perubahan paradigma mendasar dalam proses pembelajaran, dalam konteks ini pendidik perlu menerapkan 3 prinsip mendasar untuk dijadikan acuan dalam implementasi pendekatan, yaitu: 1) constructivism as referent, 2) empowering teacher-student relationship, and 3) dialectical thinking. Pada akhirnya, hasil penelitian ini diharapkan dapat memberikan kontribusi terhadap pembelajaran dan penelitian pendidikan kimia yang dapat dimanfaatkan bagi pada pendidik dan peserta didik calon pendidik untuk dapat memberikan inovasi pendekatan pembelajaran yang disesuaikan dengan konteks dan karakteristik pembelajaran kimia.

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Should we learn culture in chemistry classroom? Integration ethnochemistry in culturally responsive teaching

Cited by 42 publications

References 9 publications

Improved Learning Design for Pre-Service Teacher in a Character Education Course

Improved Learning Design for Pre-Service Teacher in a Character Education Course

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

Peranan Transformative Learning dalam Pendidikan Kimia: Pengembangan Karakter, Identitas Budaya, dan Kompetensi Abad ke-21

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