MEREKONSTRUKSI CULTURALLY RESPONSIVE TEACHING: TELAAH FILOSOFIS, TEORETIS, DAN IMPLIKASI TERHADAP PRAKTIK PEMBELAJARAN

Taufik Hidayat, Andri Noviadi, Sri Pajriah

Abstract

Penelitian ini bertujuan untuk menganalisis landasan filosofis dan teoretis Culturally Responsive Teaching (CRT) serta merumuskan kerangka integratif yang dapat menjadi acuan dalam praktik pembelajaran yang responsif terhadap keberagaman budaya peserta didik. Penelitian menggunakan metode kajian konseptual melalui analisis dan sintesis literatur yang relevan mengenai CRT, pendidikan multikultural, konstruktivisme, humanisme, dan pedagogi kritis. Hasil kajian menunjukkan bahwa CRT berakar pada empat landasan filosofis utama, yaitu konstruktivisme, pendidikan multikultural, humanisme, dan pedagogi kritis yang secara bersama-sama membentuk prinsip-prinsip pengakuan terhadap identitas budaya peserta didik, inklusivitas, keadilan pendidikan, dan pemberdayaan peserta didik. Berdasarkan sintesis literatur, penelitian ini merumuskan Kerangka Integratif Culturally Responsive Teaching (KI-CRT) yang menghubungkan landasan filosofis, prinsip teoretis, dan implementasi praktis dalam perencanaan, pelaksanaan, serta asesmen pembelajaran. Kerangka tersebut menempatkan budaya peserta didik sebagai sumber belajar yang bermakna sekaligus sebagai dasar pengembangan lingkungan belajar yang inklusif dan berkeadilan. Temuan penelitian memberikan kontribusi konseptual bagi penguatan kajian CRT dan dapat menjadi rujukan bagi pendidik maupun peneliti dalam mengembangkan praktik pembelajaran yang lebih responsif terhadap keberagaman budaya pada konteks pendidikan abad ke-21. 

Keywords

pembelajaran responsif budaya, kerangka integratif, pendidikan multikultural, pedagogi kritis

Full Text:

PDF

References

Aronson, B., & Laughter, J. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86 (1), 163–206. https://doi.org/10.3102/0034654315582066

Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Routledge.

Banks, J. A., & Banks, C. A. M. (Eds.). (2019). Multicultural education: Issues and perspectives (10th ed.). Wiley.

Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). Continuum.

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53 (2), 106–116. https://doi.org/10.1177/0022487102053002003

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.

Giroux, H. A. (2011). On critical pedagogy. Continuum.

Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.

Hutchison, L., & McAlister-Shields, L. (2020). Culturally responsive teaching: Its application in higher education environments. Education Sciences, 10 (5), 124. https://doi.org/10.3390/educsci10050124

Jaakkola, E. (2020). Designing conceptual articles: Four approaches. AMS Review, 10 (1–2), 18–26. https://doi.org/10.1007/s13162-020-00161-0

Khalifa, M., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86 (4), 1272–1311. https://doi.org/10.3102/0034654316630383

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32 (3), 465–491. https://doi.org/10.3102/00028312032003465

Ladson-Billings, G. (2014). The dreamkeepers: Successful teachers of African American children (2nd ed.). Jossey-Bass.

Maslow, A. H. (1970). Motivation and personality (2nd ed.). Harper & Row.

McLaren, P. (2015). Life in schools: An introduction to critical pedagogy in the foundations of education (6th ed.). Routledge.

Morrison, K. A., Robbins, H. H., & Rose, D. G. (2008). Operationalizing culturally relevant pedagogy: A synthesis of classroom-based research. Equity & Excellence in Education, 41 (4), 433–452. https://doi.org/10.1080/10665680802400006

Nieto, S. (2017). Language, culture, and teaching: Critical perspectives (3rd ed.). Routledge.

Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.

Piaget, J. (1972). The psychology of the child. Basic Books.

Rogers, C. R. (1969). Freedom to learn. Merrill.

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039

Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4(3), 356–367. https://doi.org/10.1177/1534484305278283

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

DOI: http://dx.doi.org/10.25157/literasi.v9i2.18767

Refbacks

  • There are currently no refbacks.