Identifying Chemistry Self-Concept Through the Culturally Responsive Transformative Teaching Yuli Rahmawati, Sabila Izzati, Achmad Ridwan, Rahma Esi Andina
Universitas Negeri Jakarta
Abstract
This study sought to analyze students^ self-concepts in organic chemistry learning through the Culturally Responsive Transformative Teaching model, which consists of five steps: 1) identification, 2) cultural understanding, 3) collaboration, 4) critical reflection, and 5) construction transformation. This qualitative study was compiled using data from interviews, classroom observations, reflective journals, and an assessment instrument known as the chemistry self-concept inventory, which consists five categories: chemistry self-concept, mathematical self-concept, academic self-concept, academic enjoyment self-concept, and creativity self-concept. The study was conducted in a private high school in Bogor, Indonesia, with 42 students in grade 12. The results of the chemistry self-concept inventory test showed a various self-concept. Students who have a good self-concept in learning chemistry can show better abilities in understanding the concepts. One of the learning models that can be used to help students is the Culturally Responsive Transformative Teaching (CRTT) model. Based on the research results obtained, the understanding of self-concepts and the integration of the CRTT model can help shape the positive attitudes possessed by students
