Teacher Strategies in Developing Student Identity Through A Culturally Responsive Teaching (CRT) Approach in Primary Schools

Abstrak

Indonesia as a nation has various ethnicities and cultures, which are characterized by unique languages, traditions and values. However, in the rapidly growing dynamics of globalization, this diversity is often faced with challenges in maintaining its authenticity. The erosion of identity is a serious concern today. Identity is not only about how individuals or groups recognize themselves, but also how they are recognized and accepted in society. In Indonesia, the educational process has an important role in forming and strengthening students' identities, especially at the elementary school level. This research aims to describe teachers' strategies in developing student identity through the Culturally Responsive Teaching (CRT) approach in elementary schools. This research uses a qualitative research approach and a phenomenological type. Data was collected through in-depth interviews, classroom observations, and document analysis. The research subjects were the homeroom teacher and fourth grade elementary school students. This research is explained in several steps, namely data reduction, data presentation and drawing conclusions. The results showed that teachers integrated local culture in open materials by including folklore, local history, and traditional crafts. teachers also connect lesson material with students' daily lives to make learning more relevant and meaningful, using examples that come from students' daily experiences; Use of language relevant to students' cultural background; Teachers also use a variety of learning methods. The strategies used by teachers using the Culturally Responsive Teaching (CRT) approach have proven to be effective in helping students understand and appreciate their cultural identity.