Application of Culturally Responsive Transformative Teaching (CRTT) Assisted by Podcasts and E-Assessments to Improve Student Creativity and Science Literacy

Puput Dyah Nur Safitri, Sri Yamtinah, Antuni Wiyarsi, Hayuni Retno Widarti, Ari Syahidul Shidiq

Abstract


This study investigated the impact of the influence of the Culturally Responsive Transformative Teaching (CRTT) Model, assisted by podcasts and e-assessments, on students' creativity and science literacy abilities in reaction rate materials. Quasi-experimental design with a cluster random sampling technique to select experimental classes and a control group from a public high school in the city of Karanganyar. Descriptive and inferential analyses were conducted by the Mann-Whitney test for the testing of the creativity hypothesis with significant results (<0.05), the independent samples t-test for testing the science literacy hypothesis with significant results (<0.05), and the Kruskal-Wallis test for the simultaneous hypothesis of two variables with significant results (<0.05). In conclusion, the podcast-assisted CRTT model and e-assessment on reaction rate materials can affect students' creativity and science literacy skills. In addition, this model includes culture-based learning equipped with podcasts as a flexible media facility, and e-assessments provide ease of assessment. These findings support the use of a podcast-assisted CRTT model and e-assessment as effective tools for enhancing chemistry learning, boosting students’ motivation, and improving their skills in line with the demands of 21st-century education.


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DOI: http://dx.doi.org/10.20527/jvk.v41i1.25605

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