Development of Online Exam Questions for Javanese Language Subjects with a Cultural Responsive Assessment Approach

This study aimed to develop web-based Javanese school exam questions using the East Javanese language and emphasizing cultural questions as a form of culturally responsive assessment. This study used the Borg & Gall model development method, which included three steps: the conceptual model, the hypothetical model, and the empirical model. Good scores were obtained from the questionnaire instrument for practitioners. The results of the small group test showed that the mean score of SMKN 3 Malang students in the post-test was 12.11 (19.86%) higher than in the pre-test. The field test of students resulted in a mean of B (good). The form and content of the questions developed in this study can be used as a guideline for other schools in the area, or for other environments that have a similar language and culture. Keywords: online exam, assesment, Javanese language

AN APPLICATION OF A CULTURALLY RESPONSIVE TEACHING (CRT) APPROACH TO DRAMA TEACHING BASED ON LOCAL WISDOM

The diversity of ethnicities and cultures characterizes the Indonesian nation as a multicultural nation. The peculiarities of each of these varieties can be found in the forms of social practice of social life. The values ​​that are upheld in every social practice of social life also underlie the development direction of national development sectors. Especially in the field of education, it is stated in the National Education System Law of 2003 to organize National Education which is rooted in the religious values ​​and national culture of Indonesia. The realization of the mandate of this law is stated that the content of the curriculum contains local potentials. These two mandates underlie curriculum principles and color educational practices to reflect the diversity existed in Indonesia. This research is entitled APPLICATION OF CULTURAL RESPONSIVE TEACHING (CRT) APPROACH TO DRAMA TEACHING: A Study Amidst the New Normal Conditions of the Covid-19 Pandemic. The approach was introduced by Geneva Gay (2011: 188-214) as an approach that emphasizes the importance of learning based on cultural backgrounds of students. Multicultural education is a concept that underlies this approach (Baker, 1996: 374). The research framework is the application of CRT approach to learning activities in Drama Course. This research used a qualitative descriptive approach. The results of this study resulted in several things discussed from the aspects of preparation, personal character, presentation, interaction between teachers and students and local story script products. It is hoped that this research will produce a learning framework that integrates elements of local culture for teaching drama. The results of this research will be published in scientific articles.

Pelaksanaan Pendidikan Tanggap Budaya di Ruang Kelas Bagi Anak-anak

This study aims to examine culturally responsive education in the classroom for children, this study was conducted with a literature review. The process of introducing culture to children is an important thing that must be done so that children can accept and understand the diversity that exists. Cultural responsive education will make children love their nation and country more. When children are familiar with the existing culture, they are expected to be able to deal with conflicts that occur as early as possible. When at school or in a classroom of course there are many student with different characters and cultures. Student who have understood the differences will certainly respect each other. Cultural diversity will make life much more beautiful and enjoyable. We can learn from each other about cultures that we didn't know before. Because of this, culturally responsive education really needs to be taught to children.

Culturally Responsive Practices in Educational Environments

The current political climate, changes in demographics, and a globalized world call for culturally responsive practices that strengthen the education and development of the future generation of global citizens. The chapter will unfold the meaning of cultural responsive practices in education through the lens of the relational cultural theory (RCT). The discussion will center on the importance of having critical conversations, promoting relationship building, developing cultural competence, and taking social justice and advocacy actions in all educational environments. At the end of this chapter, readers will 1) have a better understanding of cultural responsive practices in education, 2) identify strategies that support meaningful learning environments, 3) reflect on their own cultural competence development, 4) recognize their responsibility in promoting social justice, and 5) identify their opportunities for taking advocacy actions towards more caring and equitable educational environments.

ETHNOMATHEMATICS: MUSICAL INSTRUMEN IN JA'I DANCES FOR CULTURALLY RESPONSIVE TEACHING IN ELEMENTARY SCHOOLS

In cultural responsive learning, teachers need to have the ability to explore mathematical phenomena in cultural elements as learning content. This research is a qualitative descriptive study aimed at exploring ethnomathematics in Bajawa traditional dances, namely the Ja,i dance, its relevance to competency standards and basic mathematics competencies in elementary schools. The approach used is ethnographic. The technique used is observation and study of documents and the researcher himself acts as the main instrument. Observations were made on the accompanying music devices contained mathematical concepts. Furthermore, researchers compare with the basic competencies of elementary school mathematics. The results showed mathematical material was found in the musical instrument section of Ja,i dance. The surface of the gong and the drum (gendang) are circular, the body of the large drum is frustum of a cone, and the gendang laba kagu, laba bhuga and gong are tube-shaped. In the middle of the gong there is a kind of lump which is shaped like a half ball. The implementation of this research can be applied in cultural responsive learning in elementary schools.Keywords: ethnomathematics, learning, cultural responsive, jai,i dance

Metode Cultural Responsive Teaching dalam Pendidikan Agama Islam: Studi Kasus Tindak Xenophobia dan Rasisme di Tengah Bencana Covid-19

This article would like to explain the Cultural Responsive Teaching (CRT) approach in the learning of Islamic religion as an alternative effort to overcome the increase in xenophobia and racism action in the midst of the Covid-19. The method of extracting data is based on a literature review sourced from books, journals, mass media, and various expressions of racism and xenophobia that emerge on the homepage of Facebook, Twitter, WhatsApp groups, and other social media accounts. This paper will explain several important things, including CRT as an approach to see the diversity of cultures, ethnicities, religions, and groups; the meeting point of the CRT approach to the implementation of Islamic religious learning, and the elaboration between the two in voicing the importance of avoiding narratives based on racism and xenophobia.

Pre-Program Education Students' and Teacher Educators' Understandings of Teaching and Learning Within a Bilingual Community

This qualitative case study explores ways in which three teacher educators and three pre-program education students' understanding developed while working with students in an after-school literacy program within an immigrant community. The theoretical lenses guiding the study were funds of knowledge, translanguaging, and cultural responsive teaching. The results of the study show that teacher educators' understanding of pedagogy was shaped as they theorized about their own teacher preparation. The pre-program students were able to gain invaluable strategies for working with the children within their own community. Their learning included not only understandings about pedagogy, but also about the experiential realities of students' lives, outside of their cultures.

Culturally Responsive Practices in Educational Environments

The current political climate, changes in demographics, and a globalized world call for culturally responsive practices that strengthen the education and development of the future generation of global citizens. The chapter will unfold the meaning of cultural responsive practices in education through the lens of the relational cultural theory (RCT). The discussion will center on the importance of having critical conversations, promoting relationship building, developing cultural competence, and taking social justice and advocacy actions in all educational environments. At the end of this chapter, readers will 1) have a better understanding of cultural responsive practices in education, 2) identify strategies that support meaningful learning environments, 3) reflect on their own cultural competence development, 4) recognize their responsibility in promoting social justice, and 5) identify their opportunities for taking advocacy actions towards more caring and equitable educational environments.

Students’ Perception of Diversity in an International Classroom

<p class="CenteredTextSingleSpace"><strong> </strong></p> <p class="CenteredTextSingleSpace">This paper presents students’ perception of diversity in an international classroom in one international university in Thailand. The aim of this exploratory study is to better understand students’ perception of diversity to better meet their learning needs. By conducting a survey among students enrolled in bachelor’s and master’s international programs, this study explores how students perceive their classmates’ diversity, such as, but not limited to, cultural, language, and knowledge differences. How does diversity affect students’ learning in an international setting? What kind of diversity is the most disturbing for learners? Some recommendations grounded in the conceptual framework of cultural responsive teaching are derived from the results.</p>