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Development of Project-Based Science Learning Materials Using A Culturally Responsive Teaching Approach to Enhance Collaboration Skills and Conceptual Understanding

International Journal of Active Learning · Vol. 10 No. 2 (2025) · hlm. 65–73

DOI
10.15294/ijal.v10i2.31591
ISSN
2528-505X
Terbit
2025-08-07
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to describe the characteristics of project-based science learning materials developed using the Culturally Responsive Teaching (CRT) approach and to analyze their feasibility and effectiveness. The research employed a Research and Development (R&D) design with the ADDIE model, consisting of five stages: Analyze, Design, Development, Implementation, and Evaluation. The developed product comprised a set of science learning materials for Grade VII on the topic of Motion and Force, integrating local cultural contexts into every stage of the project-based learning process. The resulting materials included a teaching module, student worksheets, and supplementary resources designed to be contextual, communicative, and aligned with the Merdeka Curriculum. Expert validation indicated that the materials were highly feasible in terms of content, language, visual presentation, and integration of local cultural values. Practicality testing revealed that both teachers and students considered the materials easy to use, engaging, and relevant to their real-life experiences. Effectiveness testing through a post-test design demonstrated a significant improvement in students’ conceptual understanding of science, as well as enhanced motivation and collaborative skills. In conclusion, the project-based science learning materials developed with the CRT approach are considered feasible, practical, and effective, particularly in fostering contextual and inclusive learning for Grade VII students.

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  • State University of Semarang
  • Politeknik Negeri Ketapang
  • Universitas Jambi
  • Kementerian Kesehatan Republik Indonesia
  • Indonesia University of Education
  • Sebelas Maret University
  • Sultan Idris Education University
  • Organisasi lain
  • Afiliasi tidak diketahui
  • Organisasi berbeda
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  • Afiliasi tidak diketahui
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Rekan penulisOrganisasiArtikel bersama
Ani RusilowatiState University of Semarang8
Ellianawati EllianawatiState University of Semarang5
Woro SumarniState University of Semarang4
Novi Ratna DewiState University of Semarang3
Wiwi IsnaeniState University of Semarang3
Sri NgabektiState University of Semarang3
Sri WardaniState University of Semarang3
Rr. Sri Endang PujiastutiKementerian Kesehatan Republik Indonesia2
Agung Tri PrasetyaState University of Semarang2
Siti AlimahState University of Semarang2
Ari WidodoIndonesia University of Education2
Retno Sri IswariState University of Semarang2
Margareta RahayuningsihState University of Semarang2
Wiyanto WiyantoState University of Semarang2
Enni Suwarsi RahayuState University of Semarang2
Saiful RidloState University of Semarang2
Lisdiana LisdianaState University of Semarang2
Bambang SubaliAfiliasi tidak diketahui2
Sudarmin SudarminAfiliasi tidak diketahui2
Lisdiana LisdianaAfiliasi tidak diketahui2
Andin IrsadiState University of Semarang2
Erna Noor SavitriState University of Semarang2
Sunyoto Eko NugrohoState University of Semarang2
Nelson RumuiPoliteknik Negeri Ketapang1
Cahya Nur Rolan NiahPoliteknik Negeri Ketapang1
Fathurrahman RumaluturPoliteknik Negeri Ketapang1
Nur SakinahAfiliasi tidak diketahui1
Sri YamtinahSebelas Maret University1
Haniza Hanim binti Mohd ZaimSultan Idris Education University1
AriyatunAfiliasi tidak diketahui1
Dwi YuliantiState University of Semarang1
Yasmin AzzahraState University of Semarang1
Ratna Kumala DewiUniversitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung1
Fonny Dameaty HutagalungUniversity of Malaya1
Sri haryaniState University of Semarang1
Margaret Dwi Wiwik ErnawatiUniversitas Jambi1
Asrial AsrialUniversitas Jambi1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ijal/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Development of Project-Based Science Learning Materials Using A Culturally Responsive Teaching Approach to Enhance Collaboration Skills and Conceptual Understanding</dc:title>
	<dc:creator xml:lang="en">Sakinah, Nur Milatis </dc:creator>
	<dc:creator xml:lang="en">Sudarmin, Sudarmin</dc:creator>
	<dc:creator xml:lang="en">Saptono,  Sigit </dc:creator>
	<dc:subject xml:lang="en">ADDIE, Culturally Responsive Teaching, learning tools, collaboration</dc:subject>
	<dc:description xml:lang="en">This study aims to describe the characteristics of project-based science learning materials developed using the Culturally Responsive Teaching (CRT) approach and to analyze their feasibility and effectiveness. The research employed a Research and Development (R&amp;amp;D) design with the ADDIE model, consisting of five stages: Analyze, Design, Development, Implementation, and Evaluation. The developed product comprised a set of science learning materials for Grade VII on the topic of Motion and Force, integrating local cultural contexts into every stage of the project-based learning process. The resulting materials included a teaching module, student worksheets, and supplementary resources designed to be contextual, communicative, and aligned with the Merdeka Curriculum. Expert validation indicated that the materials were highly feasible in terms of content, language, visual presentation, and integration of local cultural values. Practicality testing revealed that both teachers and students considered the materials easy to use, engaging, and relevant to their real-life experiences. Effectiveness testing through a post-test design demonstrated a significant improvement in students’ conceptual understanding of science, as well as enhanced motivation and collaborative skills. In conclusion, the project-based science learning materials developed with the CRT approach are considered feasible, practical, and effective, particularly in fostering contextual and inclusive learning for Grade VII students.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-08-07</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/ijal/article/view/31591</dc:identifier>
	<dc:identifier>10.15294/ijal.v10i2.31591</dc:identifier>
	<dc:source xml:lang="en">International Journal of Active Learning; Vol. 10 No. 2 (2025): October 2025; 65-73</dc:source>
	<dc:source>2528-505X</dc:source>
	<dc:source>10.15294/ijal.v10i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/ijal/article/view/31591/5615</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 International Journal of Active Learning</dc:rights>
</oai_dc:dc>