Murniningsih Murniningsih, Ani Widyawati, Markhaban Alkhasni, Fadhil Syafri Praditya

Formative Assessment Practices Using a Culturally Responsive Teaching (CRT) Approach in the Context of Mie Des in Science Learning

Introduction

Formative assessment practices using a culturally responsive teaching (crt) approach in the context of mie des in science learning. Explore formative assessment practices integrating Culturally Responsive Teaching (CRT) and Mie Des in science education. Enhance student engagement, cultural awareness, and scientific understanding.

Abstract

This study aims to describe the implementation of formative assessment using the Culturally Responsive Teaching approach by integrating Mie Des as a local cultural context in science learning and to examine students’ responses to this practice. Using a descriptive qualitative design, data were collected through classroom observations, interviews, and documentation during three learning sessions on heat transfer. The results show that formative assessment was implemented through open-ended questions, reflections, group discussions, rapid and constructive feedback, the use of student worksheets, and the use of digital media. These activities helped students connect scientific ideas with their cultural experiences, increased their engagement, and strengthened their confidence in learning science. Students demonstrated active participation and emotional involvement, although some focused more on cultural aspects than scientific reasoning. The study concludes that integrating local culture into formative assessment can enhance scientific understanding, cultural awareness, and student engagement, while providing valuable feedback for designing responsive and contextually meaningful science learning.

Review

This study presents a timely and relevant exploration of formative assessment practices using a Culturally Responsive Teaching (CRT) approach, uniquely integrating "Mie Des" as a local cultural context in science learning. The research clearly articulates its aim to describe implementation and examine student responses, employing a descriptive qualitative design that aligns well with its objectives. A key strength lies in its demonstration that such an integrated approach can significantly help students connect scientific ideas with their cultural experiences, leading to increased engagement and strengthened confidence in science learning. The methodology, relying on classroom observations, interviews, and documentation across three learning sessions on heat transfer, provides a rich qualitative dataset to describe the formative assessment implementation. The abstract effectively details the specific strategies utilized, including open-ended questions, reflections, group discussions, rapid and constructive feedback, and the use of student worksheets and digital media. These findings illustrate a comprehensive and multi-faceted approach. While the study highlights active student participation and emotional involvement, it also critically notes that some students focused more on cultural aspects than scientific reasoning, a crucial observation that offers valuable insight into the nuances of this integrated approach. The concluding insight, emphasizing the potential of integrating local culture into formative assessment to enhance scientific understanding, cultural awareness, and student engagement, is well-supported by the findings. However, the observation regarding students prioritizing cultural aspects over scientific reasoning suggests an important area for further investigation and refinement in pedagogical design. Future research could explore strategies to more effectively balance cultural relevance with the development of robust scientific reasoning skills, perhaps through explicit scaffolds or instructional designs that bridge this gap. Overall, this study makes a significant contribution to the literature on culturally responsive science education, offering valuable feedback for designing contextually meaningful learning experiences while also implicitly pointing towards directions for optimizing the balance between cultural immersion and scientific rigor.

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