Should We Transform? Integration Cultural Ethics And Values in Chemistry Teaching And Learning

The paper reveals 2-year longitudinal research study on integration cultural ethics and values in chemistry teaching and learning by integrating Culturally Responsive Teaching (CRT). Indonesia diversity in geographical, cultural practices, values, and beliefs become the challenges in implementing standards-based education system and the policy for current curricula. This paper used a qualitative research methodology. Multiple data collections were obtained through interviews, observations, and reflective journals. The participants engaged were chemistry teachers, pre-service teachers, and students of six secondary schools in Jakarta. The results showed that first, the students and the teachers engaged in critical reflection on their own values and social issues through deep chemistry learning. Second, the teachers and pre-service teachers were struggling in shifting their paradigm to transformative and empowering teaching, providing a supportive role for students, and developing students' critical reflective thinking skills and agency. Third, the students faced the challenges in shifting their paradigm and role as transformative learners. Finally, the comprehensive approaches need to develop continuously for shaping students as holistic individuals in facing global competitiveness.