Abstract:
In vocational education, the transmission of historical and cultural values is often sidelined by priorities focused
on technical competence, creating a disconnect between students and their cultural identities. This study
examines how integrating Culturally Responsive Teaching (CRT) into Project-Based Learning (PjBL) enhances the
creativity and cultural awareness of vocational students. The study employed Classroom Action Research (CAR)
involving 40 students across two reflective cycles. Data were collected through observation, interviews,
documentation, project assessments, and student reflection sheets. Analysis used a descriptive-qualitative
approach which comprised data reduction, data display, and conclusion drawing complemented by a
comparative analysis of results between cycles. The findings indicate that Cycle 1, which utilized digital design
platforms, successfully fostered technical engagement but failed to capture the philosophical depth of the
cultural heritage. Consequently, Cycle 2 shifted the learning focus toward immersive experiential strategies,
connecting students directly with artisans to facilitate authentic cultural transmission. The findings reveal a
profound transformation: students evolved from passive reproducers of digital motifs into active cultural agents
capable of reinterpreting traditional philosophies into innovative physical products. The study concludes that the
synergy between PjBL and CRT is a powerful strategy for bridging tradition and modernity, strengthening both
creativity and cultural resilience among vocational students. The implications of this study indicate that
integrating CRT into PjBL can develop technical competence, creativity, and cultural literacy.
