Integrating Culturally Responsive Teaching into Discovery Learning to Enhance Problem-Solving Skills and Learning Outcomes in Chemistry

Abstract

This research aimed to increase problem solving ability (KPM) and student's learning achievment in chemistry trough the implementation of the Culturally Responsive Teaching (CRT) approach integrated with the Discovery Learning (DL) model. The research was counducted in grade XF of SMA Negeri 2 Palu withs in 36 students during the 2024/2025 academic year, using the Kemmis and McTaggart model for two cycles, where each cycle consists of the planning, implementation & observation, and reflection stages. The data were collected using problem solving (KPM) test, learning achievement tests and observation will be analyzed quantitatively and qualitatively. The results showed that problem-solving ability, which were initially in the very low to moderate category, improved to the moderate to very good category at the end of cycle II. The average learning outcome showed an increase from 56% to 86%. The application of the CRT approach indicates the integration of local culture, such as the use of examples of making utakelo and kaledo foods, as well as the burning of lalampa in explaining Lavoisier, Proust, and Dalton's laws, making it easier for students to understand the concepts and be more active in the learning process. Thus, the application of CRT has been proven to improve problem-solving skills and learning outcomes in chemistry learning.