Exploring Elementary School Teachers' Perspectives on Culturally Responsive Teaching: Insights from Karimunjawa

Authors

  • Fatia Nur Azizah Universitas Sebelas Maret, Indonesia
  • Sarwanto Sarwanto Universitas Sebelas Maret, Indonesia
  • Roemintoyo Roemintoyo Universitas Sebelas Maret, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v17i1.6271

Keywords:

perspectives, elementary school teachers, culturally responsive teaching

Abstract

Culturally Responsive Teaching (CRT) plays a vital role in promoting inclusive education. However, its implementation in geographically remote regions remains underexplored. This study investigates elementary school teachers’ perspectives on integrating CRT within the Independent Curriculum in the remote Karimunjawa District of Indonesia. A qualitative approach was employed involving ten public elementary school teachers. Data were collected through interviews, classroom observations, and document analysis. Triangulation of sources ensured the validity of findings. The data analysis involved reduction, presentation, and conclusion drawing. The findings indicate that while teachers generally recognize the importance of CRT and possess a basic understanding of its principles, significant barriers hinder effective implementation. These include limited access to professional development, lack of institutional support, and low confidence in applying CRT strategies. Teachers expressed a strong need for culturally relevant materials and methods to better engage students in reflecting on their cultural identities. The study highlights the unique challenges faced by educators in remote areas, particularly in adapting CRT to local contexts. It emphasizes the importance of culturally inclusive pedagogical practices and reveals gaps in training and resources. There is an urgent need for targeted CRT training, improved school support, and policy initiatives that prioritize culturally inclusive teaching in remote settings. These measures are essential to empower teachers and foster equitable learning environments across diverse educational landscapes.

References

Almizri, W., Firman, F., & Mariana Harun, M. (2024). Pentingnya Budaya Sekolah dalam Mendukung Pendidikan Karakter Agama Siswa. Pelita - Jurnal Pendidikan Dan Keguruan, 2(1), 127–134. https://doi.org/10.69839/pelita.v2i1.36

Andrey, J. (2020). Desafíos y tendencias del siglo XXI en la educación superior/ Challenges and trends of the 21st century in higher education. Revista de Ciencias Sociales, XXVI. https://doi.org/10.31876/rcs.v26i0.34119

Anggianita, S., Yusnira, Y., & Rizal, M. S. (2020). Persepsi Guru terhadap Pembelajaran Daring di Sekolah Dasar Negeri 013 Kumantan. Journal of Education Research, 1(2), 177–182. https://doi.org/10.37985/joe.v1i2.18

Anggraini, W., & Hudaidah, H. (2021). Reformasi Pendidikan Menghadapi Tantangan Abad 21. Journal on Education, 3(3), 208–215. https://doi.org/10.31004/joe.v3i3.363

Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching. Cultural Diversity and Education: Foundations, Curriculum, and Teaching, 1–342. https://doi.org/10.4324/9781315622255

Constantino, F. (2021). Dominican Scholar Implementation of Culturally Relevant Teaching in Namibian Classrooms : Understanding Impediments and Identifying Assets. May.

Day, L., & Beard, K. V. (2019). Meaningful inclusion of diverse voices: The case for culturally responsive teaching in nursing education. Journal of Professional Nursing, 35(4), 277–281. https://doi.org/10.1016/j.profnurs.2019.01.002

Depdiknas. (2003). Undang-Undang RI No.20 tahun 2003 tentan Sistem Pendidikan Nasional.

Gay, G. (2018). Culturally Responsive Teaching Theory, Research, and Practice. Teachers College Press. https://books.google.co.id/books?hl=en&lr=&id=uD9qDwAAQBAJ&oi=fnd&pg=PP1&dq=Gay,+G.+(2018).+Culturally+responsive+teaching:+Theory,+research,+and+practice.+teachers+college+press.&ots=v0uD14Wg99&sig=2GNP2FZsMST_6IBSdc1WAqPVVUQ&redir_esc=y#v=onepage&q=Gay%25

Gloria Ladson-Billings. (1995). Toward A Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465–491.

Ilhami, A. (2019). Kontribusi Budaya Lokal Terhadap Literasi Lingkungan : Studi Kasus di SMP Pandam Gadang Sumatera Barat. Journal of Natural Science and Integration, 2(2), 1. https://doi.org/10.24014/jnsi.v2i2.7788

Jia, Y. P., & Nasri, N. M. (2019). A Systematic Review: Competence of Teachers in Implementation of Culturally Responsive Pedagogy. Creative Education, 10(12), 3118–3130. https://doi.org/10.4236/ce.2019.1012236

Know, W. S., & Do, C. A. N. (2019). PISA 2018 Results (Volume I): Vol. I. https://doi.org/10.1787/5f07c754-en

Menteri Pendidikan Kebudayaan Riset dan Teknologi Republik Indonesia. (2022). Salinan Keputusan Menteri Pendidikan, Kebudayaan, Riset dan Teknologi Republik Indonesia Nomor 56/M/2022 tentang Pedoman Penerapan Kurikulum dalam Rangka Pemulihan Pembelajaran. 112.

Miles, M.B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis;Methods Sourcebook. SAGE.

Moleong, L. (2007). Metode Penelitian Kualitatif Edisi Revisi. Remaja Rosdakarya.

Piaget, J. (1970). Science of Education and The Psychology of the Child. Orion Press.

Sahlberg, P. (2011). Finnish Lessons: What can British Columbia learn from educational change in Finalnd. BCSTA Annual Meeting, April.

Sani, R. A., Tanjung, Y. I., Sani, R. A., Nasution, B., Yohandri, & Festiyed. (2024). Science Teachers’ Understanding of Culturally Responsive Teaching on Independent Learning Curriculum. Jurnal Penelitian Pendidikan IPA, 10(1), 156–164. https://doi.org/10.29303/jppipa.v10i1.4821

Seran, E. Y., Awang, I. S., Serani, G., Pgsd, P., Khatulistiwa, S. P., & Indonesia, K. B. (2023). Nilai Budaya Dayak Desa dalam Mewujudkan Profil Pelajar Pancasila Jenjang Sekolah Dasar Profil Pelajar Pancasila adalah perwujudan pelajar Indonesia sebagai pelajar sepanjang hayat yang memiliki kompetensi global dan berperilaku sesuai dengan melalui pend. 6(3), 392–402.

Trisnawati, S., Al-Kautsar, K. S., Hamdiah, H., & Dewi, S. T. (2020). The Importance of Implementing Culturally Responsive Teaching on ASEAN Countries. Anglophile Journal, 1(1), 1. https://doi.org/10.51278/anglophile.v1i1.69

Ullah, A. K. M. A., & Ming Yit Ho, H. (2021). Globalisation and Cultures in Southeast Asia: Demise, Fragmentation, Transformation. Global Society, 35(2), 191–206. https://doi.org/10.1080/13600826.2020.1747992

Yulia, L., & Rachmania, S. (2023). Analisis Enkulturasi Nilai Budaya Sunda di Sekolah Dasar Negeri Wangiwisata Kecamatan Majalaya. Lentera : Jurnal Kajian Bidang Pendidikan dan Pembelajaran, 3(1), 9–17. https://doi.org/10.56393/lentera.v4i2.1554

Downloads

Published

2025-03-22

How to Cite

Azizah, F. N., Sarwanto, S., & Roemintoyo, R. (2025). Exploring Elementary School Teachers’ Perspectives on Culturally Responsive Teaching: Insights from Karimunjawa. AL-ISHLAH: Jurnal Pendidikan, 17(1), 1462–1470. https://doi.org/10.35445/alishlah.v17i1.6271

Issue

Vol. 17 No. 1 (2025): MARCH 2025

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.