Student^s scientific attitude changes in chemistry learning by using Culturally Responsive Transformative Teaching integrated ethnoscience module
Yayuk Andayani, L.R. Telly Savalas, Rabiatul Adawiyah

Pascasarjana Universitas Mataram

Abstract

This study aims to describe changes in students^ scientific attitudes after learning chemistry using the Culturally Responsive Transformative Teaching (CRTT) integrated ethnoscience module. The research was conducted at SMAN 1 Pujut Central Lombok. The scientific attitudes studied were curiosity, open-mindedness, honesty, responsibility, and mutual respect. Data on scientific attitudes were collected using questionnaires before and after learning chemistry. The data were further analyzed descriptively and categorized into five criteria: poor, fair, good, very good, and excellent. The scientific attitude before and after learning using the CRTT integrated ethnoscience module shows a change from good criteria to very good criteria after treatment. Curiosity is a scientific attitude indicator that has the highest attainment. Based on these results, it is advisable that chemistry teachers develop learning strategies closer to students^ culture

Keywords: scientific attitude, ethnoscience, culturally responsive transformative teaching

Topic: Education for sustainable development