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All Journal Aptisi Transactions on Technopreneurship (ATT) Jurnal Pendidikan IPA Indonesia
Makrooni, Golaleh
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Humanities Computer Science & IT Economics, Econometrics & Finance Education Social Sciences

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Culturally Responsive Teaching in Science Education and its Relationship with Technopreneurship Tanjung, Yul Ifda; Festiyed, Festiyed; Diliarosta, Skunda; Asrizal, Asrizal; Arsih, Fitri; Fadillah, Muhammad Aizri; Makrooni, Golaleh
Aptisi Transactions On Technopreneurship (ATT) Vol 7 No 2 (2025): July
Publisher : Pandawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34306/att.v7i2.563

Abstract

Culturally Responsive Teaching (CRT) has been widely recognized for its positive impact on teaching practices, yet its foundational concepts and relationship with students cultural backgrounds, diversity, and specific implementation in science education to foster technopreneurship remain underexplored. This study addresses this gap by systematically identifying and constructing the concept of CRT and its integration with technopreneurship in science education using the PRISMA systematic literature review method. Data were collected from reputable international and national journal articles published between 2018 and 2023. The findings reveal that CRT in science education serves as a framework for teaching that integrates students knowledge, experiences, cultural backgrounds, and environments with scientific methods while respecting individual diversity. Effective implementation requires teachers commitment and skills to create inclusive learning environments tailored to diverse student characteristics. Importantly, CRT inspires students to design technological innovations that address cultural challenges, thereby fostering entrepreneurial interest and capabilities. This study contributes novel insights into how CRT in science education bridges cultural understanding and technopreneurship development, offering a transformative approach to science teaching that aligns with global and local educational needs.
The Influence of Gender and Problem-Based Learning Model on Students' Numerical Literacy in Chemistry Yerimadesi; Andromeda; Guspatni; Fauziah; Febrila, Putty Zinda; Makrooni, Golaleh
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.37300

Abstract

Chemical numeracy is essential for understanding quantitative concepts in chemistry; however, there are indications of achievement gaps between male and female students. This study aims to analyze the influence of gender on students' numeracy skills when implementing the Problem-Based Learning (PBL) model. This study employed a quasi-experimental design with a nonequivalent control group. The study population consisted of Phase F students at three high schools in West Sumatra, Indonesia. The sample comprised 188 students selected through purposive sampling based on initial ability equivalence. The research sample came from three schools, each serving as a research context for different topics: salt hydrolysis (experimental class = 33; control class = 30), reaction rates (experimental class = 35; control class = 35), and chemical equilibrium (experimental class = 26; control class = 29). The research instrument consisted of a chemistry numerical literacy test on reaction rates, chemical equilibrium, and salt hydrolysis, which experts had validated. Instruction in the experimental classes used the PBL model, while the control classes used conventional instruction, as typically implemented in schools. Data were analyzed using the N-gain test, normality test, homogeneity test, and Two-Way ANOVA. Results showed that improvement in numerical literacy in chemistry was greater in PBL classes than in control classes. Statistical analysis indicated that the PBL model had a significant effect on improving numerical literacy in chemistry. Gender was significant in only one school, and the interaction between the learning model and gender was also significant there, suggesting that the model's effectiveness may vary by context. These findings indicate that PBL is effective in enhancing students' numerical literacy in chemistry and imply that chemistry instruction should be designed around problem-solving approaches to develop quantitative reasoning and a contextual understanding of chemical concepts.
Co-Authors Andromeda Asrizal fadillah, Muhammad Aizri Fauziah Febrila, Putty Zinda Festiyed Fitri Arsih Guspatni Skunda Diliarosta Yerimadesi Yul Ifda Tanjung, Yul Ifda