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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) · pp. 65–73

DOI
10.15294/ijal.v10i2.31591
ISSN
2528-505X
Published
2025-08-07
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

40 authors · 231 co-authorship links · 1 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Indonesia University of Education
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Woro SumarniState University of Semarang12
Ani RusilowatiState University of Semarang8
Ellianawati EllianawatiState University of Semarang8
Novi Ratna DewiState University of Semarang7
Sri WardaniAffiliation unknown6
Wiyanto WiyantoState University of Semarang6
Kusoro SiadiAffiliation unknown5
Parmin ParminState University of Semarang5
Sri HaryaniAffiliation unknown4
Edy CahyonoState University of Semarang4
Lisdiana LisdianaAffiliation unknown4
Wiwi IsnaeniState University of Semarang4
Sunyoto Eko NugrohoState University of Semarang4
Sri NgabektiState University of Semarang4
Bambang SubaliAffiliation unknown4
Erna Noor SavitriState University of Semarang4
Kasmui KasmuiState University of Semarang3
Harjono HarjonoAffiliation unknown3
Kasmadi Imam SupardiState University of Semarang3
Nanik WijayatiState University of Semarang3
Siti AlimahState University of Semarang3
Endang SusilaningsihState University of Semarang3
Andin IrsadiState University of Semarang3
Arif WidiyatmokoState University of Semarang3
Ari WidodoIndonesia University of Education2
Norma EralitaAffiliation unknown2
Yosephine Debbie DamayantiAffiliation unknown2
Rr. Sri Endang PujiastutiAffiliation unknown2
Retno Sri IswariState University of Semarang2
Sigit PriatmokoState University of Semarang2
Wisnu SunartoAffiliation unknown2
Harjito HarjitoAffiliation unknown2
Sri Susilogati SumartiState University of Semarang2
Risa Dwita HardiantiState University of Semarang2
Ersanghono KusumoAffiliation unknown2
Melinda Dwi LestariAffiliation unknown2
Margareta RahayuningsihAffiliation unknown2

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ijal/oai, first harvested 5 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>