Kurniawati Martha, Anik Ghufron, Insih Wilujeng, Erna Andriyanti, Tanti Listiani, Siane Indriani
Science learning plays a crucial role in shaping students' scientific literacy, especially in multicultural societies. In many countries, challenges arise in delivering inclusive and culturally relevant learning. The Culturally Responsive Teaching (CRT) approach to science learning is believed to be able to address these challenges by incorporating science materials relevant to students' cultures. However, the available literature is still limited and does not provide a comprehensive overview of the basic concepts of CRT, its implementation strategies in science learning and the impact of CRT on scientific literacy. This study aims to fill this gap through a Systematic Literature Review with PRISMA. The method used included document selection from the Scopus database, which was also analyzed quantitatively using the R and VOSviewer programs. Forty-one documents were selected, with an average document age of 3.12 years and a relatively high citation rate. Author collaboration was prominent, with an average of nine authors per article, and no single publications were found. The United States was the main contributor, while other countries still showed limited participation. The publication trend has increased since 2016 and peaked in 2025. The theme of CRT in Science Learning remains a research trend. The basic concept of CRT is a learning approach that integrates students' cultural backgrounds and life experiences into learning. The strategy is to implement culturally based contextual learning. CRT has a positive impact on improving the understanding of science concepts, critical thinking skills, and transformative science literacy. Factors supporting the successful implementation of CRT include teacher readiness, policy support, and the availability of learning resources. The main obstacles are the lack of teacher training, a curriculum that is not yet culturally based, and teachers' limited time for preparation. Therefore, it is necessary to develop teacher competencies and a curriculum that is more adaptive to cultural diversity. © 2026, Malque Publishing. All rights reserved.
Study Program of Educational Science, Graduate School, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Faculty of Education, Universitas Pelita Harapan, Tangerang, Indonesia; Faculty of Languages, Arts, and Culture, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Science Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
