Social Practices of Literacy and Numeracy Through Culturally Responsif Teaching (CRT) Approach in Sociology Learning
Abstract
This study aims to identify social practices of literacy and numeracy using CRT approach in Sociology learning. This research uses a descriptive qualitative approach with phenomenology type. Data source consists of results of focus group discussion (FGD), observation, and document analysis. FGD involves sociology teachers in Soloraya with purposive sampling technique being the technique of selecting informants. Observation was carried out through observing directly the sociology learning process in the class. Document analysis includes teaching module, sociology learning gain, student worksheet and other learning sets. Data validity was tested using source and method triangulation. Data analysis was carried out using Interpretative Phenomenology Analysis (IPA) encompassing 4 stages: bracketing, intuiting, analyzing, and describing. The result of research shows that teachers get support system from government regulation, merdeka mengajar platform (PMM), learning community, supervisor, and subject teacher working group (MGMP). Each of parties plays a role that supports the CRT-based literacy and numeracy learning. The learning activity can be identified in three things. Firstly, teachers hold an authority of accustoming the students with using numeric data in the context of local culture. Secondly, teachers integrate numeric data of local culture to make the learning more relevant and contextual. Thirdly, teachers create an inclusive learning environment by accommodating numeric data in the context of local culture. Applying CRT, the sociology teachers not only teach literacy and numeracy skills but also help the students see these skills’ relevance in understanding and participating in social change.
References
[2] Bennett, B., Redfern, H., & Zubrzycki, J. (2018). Cultural Responsiveness in Action: Co-Constructing Social Work Curriculum Resources with Aboriginal Communities. British Journal of Social Work, 48(3), 808–825. https://doi.org/10.1093/bjsw/bcx053
[3] Hargraves, V. (2019). The principles of culturally responsive teaching. The Education Hub, 1–8. https://theeducationhub.org.nz/category/school-resources/
[4] Putri, D. A. H., Asrizal, A., & Usmeldi, U. (2022). Pengaruh Integrasi Etnosains Dalam Pembelajaran Sains Terhadap Hasil Belajar: Meta Analisis. ORBITA: Jurnal Pendidikan Dan Ilmu Fisika, 8(1), 103. https://doi.org/10.31764/orbita.v8i1.7600
[5] Larasati, A., Sunarti, T., & Budiwati. (2023). Implementasi Pendekatan CRT untuk Meningkatkan Motivasi Belajar Peserta Didik pada Pembelajaran Fisika. PENDIPA Journal of Science Education, 7(1), 94–99. https://ejournal.unib.ac.id/index.php/pendipa94
[6] Taher, T. (2023). Analisis Keterampilan Komunikasi dan Kolaborasi Siswa Introvert dengan Pendekatan Culturally Responsive Teaching. Jambura Journal of Educational Chemistry, 5(1), 21–27. https://doi.org/10.34312/jjec.v5i1.17463
[7] Muñiz, J. (2019). Culturally Responsive Teaching: A 50-State Survey of Teaching Standards. New America, March, 2–51. https://eric.ed.gov/?id=ED594599
[8] Ballantine, J. H., Roberts, K. A., & Korgen, K. O. (2018). Our Social World: Introduction to Sociology. Sage Publications, Inc.
[9] Fernández-Esquinas, M. (2019). Dealing with the profession of sociology: opportunities and problems at the interface between training and professional development. International Review of Sociology, 29(3), 336–353. https://doi.org/10.1080/03906701.2019.1672349
[10] Better, A. (2013). Learning from Experience: Integrating Students’ Everyday Lives into the Urban Community College Sociology Classroom. American Sociologist, 44(4), 385–395. https://doi.org/10.1007/s12108-013-9192-7
[11] Sudiasih, Y., Sinaga, R. M., & Widodo, S. (2022). The Development of Sociology Teaching Materials Based on Articulate Storyline to Improve Students’ Critical Thinking Skill. Iarjset, 9(2), 1–6. https://doi.org/10.17148/iarjset.2022.9201
[12] Erianjoni, Beri, D., & Yusra, A. (2023). for High School Sociology Learning (Vol. 1). Atlantis Press SARL. https://doi.org/10.2991/978-2-494069-35-0
[13] Pratiwi, P. H., & Hidayah, N. (2016). Pengembangan Perangkat pembelajaran sosiologi dengan pendekatan imajinasi sosiologi. Jurnal Kependidikan, 46(1), 56-68. https://doi.org/10.21831/jk.v46i1.9575
[14] Rochana, T. (2020). The Implementation of Multicultural- Based Sociology Learning in Senior High School. Komunitas, 12(2), 288–297. https://doi.org/10.15294/komunitas.v12i2.23338
[15] Blitz, L. V., Yull, D., & Clauhs, M. (2020). Bringing Sanctuary to School: Assessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools. Urban Education, 55(1), 95–124. https://doi.org/10.1177/0042085916651323
[16] Afriliziana, L. A., & Roza, Y. (2021). Analisis kebutuhan pengembangan e-modul etnomatematika berbasis budaya melayu Kepulauan Riau. Jurnal Analisa, 7(2), 135–145. http://journal.uinsgd.ac.id/index.php/analisa/index
[17] Akhiruddin, A., & Amir, A. (2022). Sociology teaching materials development based on the inside out circle model to espouse learners’ multiliteracies. Cypriot Journal of Educational Sciences, 17(12), 4424–4436. https://doi.org/10.18844/cjes.v17i12.7947
[18] Suwignyo, H., Saryono, D., & Roekhan. (2019). Examining the implementation of Culturally Responsive Teaching Materials (CRTM) of Sasak culture literature using Culturally Responsive Teaching (CRT). International Journal of Humanities and Innovation (IJHI, 2(1), 13–20. https://doi.org/10.33750/ijhi.v2i1.31
[19] Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative Phenomenological Analysis: Theory, Method and Research. In SAGE.
[20] Greening, N. (2019). Phenomenological Research Methodology. Scientific Research Journal, VII(V), 88–92. https://doi.org/10.31364/scirj/v7.i5.2019.p0519656
[21] Moustakas, C. (1994). Phenomenological Research Methods. In SAGE Publications, Inc. Sage Publications, Inc. https://www.researchgate.net/publication/269107473_What_is_governance/link/548173090cf22525dcb61443/download%0Ahttp://www.econ.upf.edu/~reynal/Civil wars_12December2010.pdf%0Ahttps://think-asia.org/handle/11540/8282%0Ahttps://www.jstor.org/stable/41857625
[22] Jedynak, W., & Kinal, J. (2014). Ethical and technological aspects of the learning process in sociology. Procedia - Social and Behavioral Sciences, 140, 328–332. https://doi.org/10.1016/j.sbspro.2014.04.429
[23] Atkinson, M. P., & Hunt, Andrea N. (2008). Inquiry-guided learning sociology. Teaching Sociology, 36(1), 1-7. https://doi.org/10.1177/0092055x0803600101
[24] Ferreira, C., & Serpa, S. (2017). Challenges in the Teaching of Sociology in Higher Education. Contributions to a Discussion. Societies, 7(4), 30. https://doi.org/10.3390/soc7040030
[25] Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9–16. http://blue-ap.org
[26] Bhattacharjee, J. (2015). Constructivist Approach to Learning– An Effective Approach of Teaching Learning. Research Journal of Interdisciplinary & Multidisciplinary Studies (IRJIMS) A Peer-Reviewed Monthly Research Journal, ISSN(65), 2394–7969. http://www.irjims.com
[27] Bourdieu, P. (1990). The logic of practice. In Bourdieu. Stanford University Press. https://doi.org/10.4324/9781003115083-9
Copyright (c) 2025 Atik Catur Budiati, Siany Indria Liestyasari, Dwi Astutik, Bagas Narendra Parahita, Riadi Syafutra Siregar, Ghufronudin Ghufronudin
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Integrated Science Education Journal is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
