A culturally responsive teaching approach and ethnochemistry integration of Tegal culture for developing chemistry students’ critical thinking skills in acid-based learning

Abstract

The aim of this study was to develop students’ critical thinking skills through a Culturally Responsive Teaching (CRT) approach and ethnochemistry of Tegal culture. The teaching approach focused on exploring the culture and local wisdom in Tegal Culture, especially in Acid-Base such as the Nginang, Moci, and Jamasan traditions from chemistry perspectives integrated into CRT. The study employed a teaching model consisting of five phases; self-identification, cultural understanding, collaboration, critical reflections, and transformative construction. The study involved 35 year 11 students from a secondary school in Balapulang Tegal. A qualitative methodology approach was employed using observation, interviews, a critical thinking test, and reflective journals as data collection methods. The results show that the integration of ethnochemistry in a CRT approach engaged students in developing their critical thinking skills by developing a conclusion, making connections, conceptual understanding, and interpretation with the critical thinking skills test which shows 40% of students reached level 3 (Satisfactory). In addition to the students engaging in the cultural identity empowerment, meaningful chemistry learning experiences, and team work, the students were challenged in developing their critical thinking skills.