SINTA

0.0

Impact

Scholar

6

H-Index

Journal of Chemical Learning Innovation

an Open Access Journal

Culturally Responsive Teaching in Electrolyte Solutions and Redox Reactions: Fostering Students' Soft Skills through Contextualized Chemistry Learning

Yolin Gustiwi
State University of Jakarta ROR
Indonesia
ylyolingustww11@gmail.com
John Brocato
University of Georgia ROR
Georgia
Vida Khojasteh
Lorestan University ROR
Iran, Islamic Republic of
Share

  • Purpose of the study: This study aims to examine the implementation of Culturally Responsive Teaching in chemistry education and explore its contribution to fostering students’ soft skills through culturally contextualized learning activities related to electrolyte solutions and redox reactions.

    Methodology: This study employed a qualitative approach within an interpretivist paradigm involving 68 students from two senior high schools. Data were collected through classroom observations, student and teacher reflective journals, interviews, and the Constructivist Chemistry Values Learning Environment Survey. Data were analyzed using the Miles and Huberman model, comprising data reduction, data display, and conclusion drawing.

    Main Findings: The findings showed that Culturally Responsive Teaching was implemented through content integration, knowledge construction, prejudice reduction, social justice, and academic development. Culturally contextualized activities provided opportunities to foster collaboration, empathetic communication, critical thinking, social and cultural awareness, environmental awareness, and leadership. Students generally responded positively to the learning activities, although perceptions and implementation experiences varied between the two schools.

    Novelty/Originality of this study: This study highlights the integration of culturally responsive learning and soft skills development within chemistry education, particularly through contextual materials related to traditional medicine and battery technology. It provides insights into how students’ cultural experiences and everyday contexts can be connected with chemistry concepts while creating opportunities to foster social, interpersonal, and critical thinking skills.

  • How to cite

    [1]
    Y. Gustiwi, J. Brocato, and V. Khojasteh, “Culturally Responsive Teaching in Electrolyte Solutions and Redox Reactions: Fostering Students’ Soft Skills through Contextualized Chemistry Learning”, Jor. Chem. Lea. Inn, vol. 3, no. 2, Nov. 2026, doi: 10.37251/jocli.v3i2.4595.

    More Citation Formats

  • 1
    Abstract views
    0
    Downloads

    Metrics — Badges

    1. Y. Zhao and L. Wang, “A case study of student development across project-based learning units in middle school chemistry,” Discip. Interdiscip. Sci. Educ. Res., vol. 4, no. 1, pp. 1–20, 2022, doi: 10.1186/s43031-021-00045-8.
    2. H.-Y. Jin and M. Cutumisu, “Cognitive, interpersonal, and intrapersonal deeper learning domains: A systematic review of computational thinking,” Educ. Inf. Technol., vol. 29, no. 17, pp. 22723–22756, 2024, doi: 10.1007/s10639-024-12744-6.
    3. T. Zhou and J. Colomer, “Education sciences and individual accountability: A systematic review,” Educ. Sci., vol. 14, no. 6, pp. 1–15, 2024, doi: https://doi.org/10.3390/educsci14060567.
    4. Z. Waghid, “Cultivating critical thinking, social justice awareness and empathy among pre-service teachers through online discussions on global citizenship education,” J. Creat. Commun., vol. 19, no. 1, pp. 74–93, 2024, doi: 10.1177/09732586231194438.
    5. Y. Georgiou and E. A. Kyza, “Fostering chemistry students’ scientific literacy for responsible citizenship through socio-scientific inquiry-based learning (ssibl),” Sustain., vol. 15, no. 8, pp. 1–21, 2023, doi: 10.3390/su15086442.
    6. [6] H. Y. Agustian et al., “Learning outcomes of university chemistry teaching in laboratories: A systematic review of empirical literature,” Rev. Educ., vol. 10, no. 2, pp. 1–41, 2022, doi: 10.1002/rev3.3360.
    7. V. R. Ralph, L. J. Scharlott, C. E. Schwarz, N. M. Becker, and R. L. Stowe, “Beyond instructional practices: Characterizing learning environments that support students in explaining chemical phenomena,” J. Res. Sci. Teach., vol. 59, no. 5, pp. 841–875, 2022, doi: 10.1002/tea.21746.
    8. J. R. Hartman, E. A. Nelson, and P. A. Kirschner, “Improving student success in chemistry through cognitive science,” Found. Chem., vol. 24, no. 2, pp. 239–261, 2022, doi: 10.1007/s10698-022-09427-w.
    9. Y. Hu and J. Shu, “The effect of drama education on enhancing critical thinking through collaboration and communication,” Educ. Sci., vol. 15, no. 5, pp. 1–17, 2025, doi: 10.3390/educsci15050565.
    10. M. Zamiri and A. Esmaeili, “Strategies, Methods, and Supports for Developing Skills within Learning Communities: A Systematic Review of the Literature,” Adm. Sci., vol. 14, no. 9, pp. 1–33, 2024, doi: 10.3390/admsci14090231.
    11. K. Broman, S. Bernholt, and C. Christensson, “Relevant or interesting according to upper secondary students? Affective aspects of context-based chemistry problems,” Res. Sci. Technol. Educ., vol. 40, no. 4, pp. 478–498, 2022, doi: 10.1080/02635143.2020.1824177.
    12. S. Avargil and R. Piorko, “High school students’ understanding of molecular representations in a context-based multi-model chemistry learning approach,” Int. J. Sci. Educ., vol. 44, no. 11, pp. 1738–1766, Jul. 2022, doi: 10.1080/09500693.2022.2095679.
    13. T. Guberina, “Cultivating Inclusive Learning Environments: Incorporating Diversity Through Culturally Responsive Pedagogy,” Soc. Sci. Chron., vol. 3, no. 1, pp. 1–14, 2023, doi: 10.56106/ssc.2023.003.
    14. W. S. Lau and M. Shea, “Empowering english learners in the classroom through culturally responsive social-emotional teaching practices,” J. Multiling. Multicult. Dev., vol. 45, no. 7, pp. 2880–2897, Aug. 2024, doi: 10.1080/01434632.2022.2078337.
    15. J. A. Ogodo, “Culturally responsive pedagogical knowledge: An integrative teacher knowledge base for diversified stem classrooms,” Educ. Sci., vol. 14, no. 2, pp. 1–13, 2024, doi: 10.3390/educsci14020124.
    16. K. P. Cobian, S. Hurtado, A. L. Romero, and J. A. Gutzwa, Enacting inclusive science: Culturally responsive higher education practices in science, technology, engineering, mathematics, and medicine (stemm), vol. 19, no. 1. 2024. doi: 10.1371/journal.pone.0293953.
    17. Y. Rahmawati, A. Mardiah, E. Taylor, P. C. Taylor, and A. Ridwan, “Chemistry learning through culturally responsive transformative teaching (crtt): Educating indonesian high school students for cultural sustainability,” Sustain., vol. 15, no. 8, pp. 1–18, 2023, doi: 10.3390/su15086925.
    18. R. A. Mashami, Ahmadi, and Pahriah, “Green chemistry and cultural wisdom: A pathway to improving scientific literacy among high school students,” Soc. Sci. Humanit. Open, vol. 11, no. December, pp. 1–10, 2025, doi: 10.1016/j.ssaho.2025.101653.
    19. M. N. Aflah and E. F. Rahmani, “Enhancing students’ active learning through group discussion role-playing,” Int. Online J. Educ. Teach., vol. 9, no. 4, pp. 1470–1479, 2022, [Online]. Available: https://files.eric.ed.gov/fulltext/EJ1353378.pdf
    20. F. A. Ayu, Y. Mulyati, S. W. Romdaniyah, I. Fardhani, R. A. Arista, and M. H. H. Ichsan, “Enhancing problem-solving and collaboration skills through role-playing in problem-based learning,” Res. Dev. Educ., vol. 6, no. 1, pp. 261–281, 2026, doi: 10.22219/raden.v6i1.42789.
    21. L. Wang, G. Hodges, and J. Lee, “Connecting macroscopic, molecular, and symbolic representations with immersive technologies in high school chemistry: The case of redox reactions,” Educ. Sci., vol. 12, no. 7, pp. 1–14, 2022, doi: 10.3390/educsci12070428.
    22. R. Zidny, L. D. Assaat, and R. T. Salcha, “Developing an ethnoscience-oriented electrochemistry worksheet based on the indigenous practice of metal container electroplating used in balinese traditional ceremonies,” 2026. doi: 10.3390/educsci16081343.
    23. P. Sanatbay, G. Smailova, K. Shalgynbayeva, M. Asilbekova, and A. Tauekelova, “Problem-oriented learning as a method of developing soft skills among students of pedagogical specialties,” Educ. Sci., vol. 15, no. 7, pp. 1–23, 2025, doi: 10.3390/educsci15070861.
    24. L. B. Habibah, I. Ibrohim, and H. Susilo, “The effect of AI-assisted problem-oriented project-based learning on students’ critical thinking and communication skills,” JPBI (Jurnal Pendidik. Biol. Indones., vol. 11, no. 2, pp. 656–668, 2025, doi: 10.22219/jpbi.v11i2.40667.
    25. C. S. Pandey, P. Mishra, S. R. Pandey, R. D. Singh, and S. Pandey, “Research paradigms: a Aystematic literature review of methodological shifts and interdisciplinary approaches in research,” Qual. Quant., vol. 60, no. 1, pp. 2297–2325, 2026, doi: 10.1007/s11135-025-02359-5.
    26. A. Qaissi, “Exploring Thematic Analysis in Qualitative Research,” 2024, pp. 253–294. doi: 10.4018/979-8-3693-8689-7.ch010.
    27. S. S. Berge, L. A. Lyngbäck, and E. Raanes, “Linguistic care work in multimodal teaching practices: A student with deafblindness in a Nordic sign language environment,” Nord. Welf. Res., vol. 11, no. 3, pp. 1–22, 2026, doi: 10.18261/nwr.11.3.4.
    28. C. S. Abacioglu, S. Epskamp, A. H. Fischer, and M. Volman, “Effects of multicultural education on student engagement in low- and high-concentration classrooms: the mediating role of student relationships,” Learn. Environ. Res., vol. 26, no. 3, pp. 951–975, 2023, doi: 10.1007/s10984-023-09462-0.
    29. S. H. Mohammed and L. Kinyó, “The cross-cultural validation of the technology-enhanced social constructivist learning environment questionnaire in the Iraqi Kurdistan Region,” Res. Pract. Technol. Enhanc. Learn., vol. 17, no. 1, pp. 1–25, 2022, doi: 10.1186/s41039-022-00199-7.
    30. L. J. Clores and R. C. Nueva España, “Assessment of teachers’ instructional practices: Towards proposing an innovative instructional model for teaching-learning material in chemistry,” J. Pract. Stud. Educ., vol. 4, no. 4, pp. 1–19, 2023, doi: 10.46809/jpse.v4i4.69.