Culturally Responsive Teaching Instrument Development to Increase CultureInvolvement in Teaching
DOI:
https://doi.org/10.19109/hmsa2j03Abstract
Culturally Responsive Teaching (CRT) is a pedagogical approach that emphasizes the importance
of considering students' cultural backgrounds in the learning process in order to create an inclusive,
equitable and effective learning environment. This study aims to develop a valid and reliable CRT
practice measurement instrument in accordance with the Indonesian educational context. The
research method used was Research and Development (R&D) with the Four-D model (Define,
Design, Develop, Disseminate). The instrument was developed based on literature review and
expert validation, then tested on Teacher Professional Education Program (PPG) students through
validity and reliability analysis. The validity test results using Aiken's V showed that 20 out of 24
statement items were declared valid, while the reliability test resulted in a Cronbach's Alpha value
of 0.984 which showed a very high level of internal consistency. The resulting CRT instrument
includes five main dimensions, namely Validating, Multidimensional, Empowering,
Transformative, and Emancipatory. This instrument can be used by teachers, researchers and
policy makers to assess and improve the implementation of culturally responsive learning, as well
as a basis for the development of more inclusive and contextualized education policies in
Indonesia.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Edukasi: Jurnal Pendidikan dan Pengajaran
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
After the manuscript is accepted for publication, authors will be required to sign a copyright transfer form. Copyright will be transferred to State Islamic University of Raden Fatah, Palembang, South Sumatra, Indonesia, via e-mail. A copyright form will be sent to you via e-mail after the accepted manuscript has been submitted.
