MEREKONSTRUKSI CULTURALLY RESPONSIVE TEACHING: TELAAH FILOSOFIS, TEORETIS, DAN IMPLIKASI TERHADAP PRAKTIK PEMBELAJARAN

Abstract

This study aims to analyze the philosophical and theoretical foundations of Culturally Responsive Teaching and to develop an integrative framework that can serve as a reference for implementing culturally responsive learning practices in diverse educational settings. The study employed a conceptual review method through the analysis and synthesis of relevant literature on CRT, multicultural education, constructivism, humanism, and critical pedagogy. The findings indicate that CRT is grounded in four major philosophical foundations, namely constructivism, multicultural education, humanism, and critical pedagogy, which collectively shape the principles of recognizing students’ cultural identities, inclusivity, educational equity, and student empowerment. Based on the literature synthesis, this study proposes the Integrative Culturally Responsive Teaching Framework, which connects philosophical foundations, theoretical principles, and practical implementation in lesson planning, instructional practices, and learning assessment. The framework positions students’ cultural backgrounds as meaningful learning resources and as a foundation for developing inclusive and equitable learning environments. The findings contribute conceptually to the advancement of CRT scholarship and provide a reference for educators and researchers in developing learning practices that are more responsive to cultural diversity within the context of twenty-first-century education.