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Journal Emerging Technologies in Education
Published by Yayasan Pendidikan Islam Daarut Thufulah
ISSN : 30250668     EISSN : 30250676     DOI : 10.70177/jete
Core Subject : Science, Education,
Computer Science & IT Education Other
Journal Emerging Technologies in Education (JETE) is an international peer-reviewed journal dedicated to interchange for the results of high quality research in all aspect of science, technologies and Education. The journal publishes state-of-art papers in fundamental theory, experiments and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion and concise conclusion. As our commitment to the advancement of science and technology, the JETE follows the open access policy that allows the published articles freely available online without any subscription.
Arjuna Subject : Umum - Umum
Articles 91 Documents
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Competency-Based Education in Multicultural Classrooms: Designing Culturally Responsive Teaching Strategies Prihartanto, Adrianus; Padua, Shirley A; S Sicat, Alvin; Simanjuntak, Rosmerry; Sutrisman, Henny
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.2221

Abstract

Culturally diverse classrooms are increasingly the norm in many education systems worldwide, presenting both opportunities and challenges for equitable teaching and learning. Competency-Based Education (CBE), which emphasizes mastery of skills over time spent in instruction, holds significant promise in addressing student diversity. However, without culturally responsive strategies, CBE may fall short in meeting the learning needs of students from varied cultural and linguistic backgrounds. This study aims to explore how culturally responsive pedagogy can be effectively integrated into the design of CBE frameworks in multicultural secondary school classrooms. The research employed a qualitative design using a multiple case study approach across three multicultural urban schools. Data were collected through classroom observations, teacher interviews, and analysis of instructional materials. Thematic analysis was used to identify effective culturally responsive strategies that aligned with core CBE principles. Findings revealed that successful integration involved differentiated assessment models, contextualized learning tasks, and inclusive curriculum design that reflected students’ cultural identities. Teachers who employed these strategies observed increased learner engagement, self-regulation, and performance. The study concludes that aligning CBE with culturally responsive teaching enhances its effectiveness in multicultural settings. It recommends embedding cultural relevance as a core component in CBE-based teacher training and curriculum development.

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