<![CDATA[This study examined the effect of a Culturally Responsive Teaching (CRT) approach integrated with the Cembengan Tradition on students’ science literacy in motion-related material. A quasi-experimental nonequivalent control group design was employed at SMP Negeri 1 Sewon, involving two intact classes with 32 students each. Class VII B was assigned as the experimental class and received learning through the Cembengan Tradition-based CRT approach, while Class VII D served as the control class and received learning through the scientific approach. The instructional treatment integrated the Cembengan Tradition, particularly the procession activities, into motion-related learning to connect scientific concepts with students’ cultural experiences and local contexts. Science literacy was assessed using pre-test and post-test instruments analyzed through the Rasch model, while data analysis included descriptive statistics, prerequisite tests, an independent samples t-test, and effect size analysis. The results indicated a significant difference in science literacy between students in the experimental and control classes. The implementation of the Cembengan Tradition-based CRT approach also showed a positive effect on students’ science literacy in motion-related material. These findings demonstrate that integrating local cultural contexts through CRT can provide meaningful learning experiences by connecting scientific concepts with phenomena familiar to students. The approach supports students in interpreting and applying scientific knowledge within culturally relevant and contextual situations. Practically, science teachers are encouraged to integrate relevant local traditions into classroom learning to strengthen students’ science literacy while preserving meaningful connections between science and local culture.]]>
