Developing students’ attitudes towards chemistry learning through culturally responsive transformative teaching (CRTT)

Abstract

The of this study was to develop students’ attitudes toward chemistry through the integration of Culturally Responsive Transformative Teaching (CRTT) with the Colloid topic. The CRTT teaching model [1]consists of the five steps of self-identification, cultural understanding, collaboration, reflective thinking, and transformative construction. In cultural understanding, students were engaged with the ethnochemistry are the various chemically related cultural and community practices [2].topics of kecap SH, roti buaya, mandi merang, kue bacot, and laksa. The research was undertaken with 31 students from year XI in a secondary school in Banten, Indonesia, and used a qualitative methodology with data collection via interview, observation, reflective journal, and a TOSRA (Test of Science-Related Attitudes). The data were analyzed through initial coding of the TOSRA instrument which consists of social implications of science, normality of scientists, attitude to the inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, career interest in science. Initial coding was followed by emerging coding revealed in the data analysis process. The results indicate that students became engaged in chemistry learning through Banten cultural practices. They understood different ways of accessing the concepts through meaningful learning experiences. The learning model provided opportunities for students to develop their attitudes to scientific inquiry, the adoption of scientific attitudes, and their interest in science. The TOSRA instrument also revealed students' opinions about science and scientists and their interest in science careers.