Culturally Responsive Teaching-Based Interactive Learning Application for Strengthening Polite Behaviour in Madrasah Tsanawiyah Students
Abstract
The rapid development of digital technology in education requires learning innovations that support both academic achievement and character development. This study aimed to develop an interactive web-based learning application grounded in Culturally Responsive Teaching (CRT) to strengthen students’ polite behaviour in Akidah Akhlak (Islamic Creed and Ethics) learning, and to evaluate its feasibility, practicality, and effectiveness. This Research and Development (R&D) study adopted the ADDIE model integrated with Kapp’s gamification concept at Madrasah Tsanawiyah Attaqwa Putra Bekasi. Using simple random sampling from 156 eighth-grade students, different students took part in the one-to-one (n=3), small-group (n=10), field-trial (n=20), and one-group pretest–posttest (n=57) stages, alongside 12 expert validators. Data were collected through observations, interviews, questionnaires, expert validation, and pre-test and post-test measurements. The application, named RAVID, integrates learning materials, instructional videos, character-based games, interactive quizzes, reflection activities, and teacher-managed content features. Expert validation yielded an average feasibility score of 91.50%, while practicality evaluations ranged from 90.60% to 92.80%, indicating highly feasible and practical criteria. In the one-group pretest–posttest trial, students’ self-reported polite behaviour scores increased from 72.30 to 93.75, with an N-gain score of 0.772 (77.23%) and a significant difference between pre-test and post-test results (t(56)=37.443, p<0.001). The findings indicate that RAVID RAVID can support character education in Akidah Akhlak by linking Islamic adab (respect, courteous speech, salam, empathy), madrasah practices (shaking hands, asking permission), and daily interactions with teachers, peers, and online. However, the study was limited to one madrasah and a one-group pretest–posttest design. Future research should involve broader contexts and longitudinal approaches to examine the sustainability of character development.
Downloads
References
Anyichie, A. C., & Butler, D. L. (2023). Examining culturally diverse learners’ motivation and engagement processes as situated in the context of a complex task. Frontiers in Education, 8, 1041946. https://doi.org/10.3389/feduc.2023.1041946
Aronson, B., & Laughter, J. (2016). The Theory and Practice of Culturally Relevant Education: A Synthesis of Research Across Content Areas. Review of Educational Research, 86(1), 163–206. https://doi.org/10.3102/0034654315582066
Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. https://doi.org/https://doi.org/10.1016/j.edurev.2020.100322
Bernier, J., Kramarczuk, K., Terrell Shockley, E., Figueroa, F., Yan, L., Xin, Y., … Nelson, B. (2025). Exploring culturally responsive teaching practices in computational thinking + science lesson planning. Discover Education, 4(1), 465. https://doi.org/10.1007/s44217-025-00897-6
Bilic, S., Hetz, H., & Allain, D. (2025). “It makes you feel like you’re at home, you’re safe, you’re happy in here”: Enacting culturally responsive and enabling pedagogies with refugee students in a university pathway program. The Australian Educational Researcher, 52(2), 1617–1635. https://doi.org/10.1007/s13384-024-00778-1
BPS. (2022). Statistik Pendidikan 2022. Jakarta: Badan Pusat Statistik. Retrieved from Badan Pusat Statistik website: https://www.bps.go.id/id/publication/2022/11/25/a80bdf8c85bc28a4e6566661/statistik-pendidikan-2022.html
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. New York, NY: Springer. https://doi.org/10.1007/978-0-387-09506-6
Buchan, M. C., Bhawra, J., & Katapally, T. R. (2024). Navigating the Digital World: Development of an Evidence-Based Digital Literacy Program and Assessment Tool for Youth. Smart Learning Environments, 11, 8. https://doi.org/10.1186/s40561-024-00293-x
Chuang, H.-H., Shih, C.-L., & Cheng, M.-M. (2020). Teachers’ perceptions of culturally responsive teaching in technology-supported learning environments. British Journal of Educational Technology, 51(6), 2442–2460. https://doi.org/https://doi.org/10.1111/bjet.12921
Demirel Ucan, A., & Wright, A. (2019). Improving the Pedagogy of Islamic Religious Education Through an Application of Critical Religious Education, Variation Theory and the Learning Study Model. British Journal of Religious Education, 41(2), 202–217. https://doi.org/10.1080/01416200.2018.1484695
Fauzi, I., Mardiana, D., & Asi, N. (2026). Integrating multimedia and local cultural content in teaching English narrative texts: Effects on EFL students’ comprehension and engagement. Frontiers in Education, 11, 1847943. https://doi.org/10.3389/feduc.2026.1847943
Franco, M. P., Bottiani, J. H., & Bradshaw, C. P. (2024). Teachers’ structuring of culturally responsive social relations and secondary students’ experience of warm demand. Contemporary Educational Psychology, 76, 102241. https://doi.org/10.1016/j.cedpsych.2023.102241
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice (3rd ed.). New York, NY: Teachers College Press. Retrieved from https://www.tcpress.com/products/culturally-responsive-teaching_9780807758762
Gbormittah, D., Yarkwah, C., Osiakwan, J. K., & Adom, G. (2025). Culturally responsive pedagogy model integration in mathematics education: Perceptions and practices among Ghanaian teachers. Social Sciences & Humanities Open, 12, 102036. https://doi.org/https://doi.org/10.1016/j.ssaho.2025.102036
He, J., Wang, Q., & Lee, H. (2025). Enhancing Online Learning Engagement: Teacher Support, Psychological Needs Satisfaction and Interaction. BMC Psychology, 13, 696. https://doi.org/10.1186/s40359-025-03016-0
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., … Li, J. (2020). The impact of gamification in educational settings on student learning outcomes: a meta-analysis. Educational Technology Research and Development, 68(4), 1875–1901. https://doi.org/10.1007/s11423-020-09807-z
Ialuna, F., Civitillo, S., & Jugert, P. (2024). Culturally responsive teaching, teacher-student relationship and school belongingness: A multi-informant study in ethnically diverse classrooms. Learning, Culture and Social Interaction, 47, 100839. https://doi.org/10.1016/j.lcsi.2024.100839
Johar, R., Ikhsan, M., Idami, Z., Khairunnisak, C., Ellianti, E., Rohaizati, U., & Ghazali, M. (2025). Enhancing mathematical communication and Islamic values in Islamic and regular schools through interactive worksheets. Frontiers in Education, Volume 10. https://doi.org/10.3389/feduc.2025.1633056
Kangwa, D., Msafiri, M. M., Wan, X., & Fute, A. (2024). Enhancing Student Engagement in Online Education: The Role of Self-Regulation and Teacher Support in Zambia. Discover Education, 3, 156. https://doi.org/10.1007/s44217-024-00216-5
Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. San Francisco, CA: Pfeiffer. Retrieved from https://www.wiley.com/en-us/The+Gamification+of+Learning+and+Instruction%3A+Game-based+Methods+and+Strategies+for+Training+and+Education-p-9781118096345
Khaldi, A., Bouzidi, R., & Nader, F. (2023). Gamification of e-learning in higher education: a systematic literature review. Smart Learning Environments, 10(1), 10. https://doi.org/10.1186/s40561-023-00227-z
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
Lai, Y.-H. (2023). Multi-ethnic computational thinking and cultural respect in unmanned aerial vehicle-assisted culturally responsive teaching. Frontiers in Psychology, 14, 1098812. https://doi.org/10.3389/fpsyg.2023.1098812
Li, M., Ma, S., & Shi, Y. (2023). Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: a meta-analysis. Frontiers in Psychology, Volume 14. https://doi.org/10.3389/fpsyg.2023.1253549
Martin, D. J., Pettit, S. K., Stacki, S. L., Smith, K. W., & Caskey, M. M. (2025). Understanding Young Adolescent Identity and Experiences Through Internal Dimensions: A Scoping Review. Education Sciences, Vol. 15, p. 253. https://doi.org/10.3390/educsci15020253
McCallops, K., Barnes, T. N., Berte, I., Fenniman, J., Jones, I., Navon, R., & Nelson, M. (2019). Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systematic review. International Journal of Educational Research, 94, 11–28. https://doi.org/https://doi.org/10.1016/j.ijer.2019.02.007
Mukul, E., & Büyüközkan, G. (2023). Digital transformation in education: A systematic review of education 4.0. Technological Forecasting and Social Change, 194, 122664. https://doi.org/https://doi.org/10.1016/j.techfore.2023.122664
Niu, H., & Niranjan, M. R. R. (2025). Teacher Digital Competence in New Zealand Primary Schools: A Qualitative Study of Integration Practices, Challenges, and Cultural Considerations. The Australian Educational Researcher, 52(6), 4611–4632. https://doi.org/10.1007/s13384-025-00912-7
OECD. (2018). The Future of Education and Skills: Education 2030. OECD. Retrieved from OECD website: https://www.oecd.org/education/2030-project/
Peña-Acuña, B., Toscano-Fuentes, C. M., & Flor-Arasil, P. (2025). Cultural openness and desire to learn in relation to ethnocultural empathy among university students in multilingual contexts. Frontiers in Psychology, 16, 1463349. https://doi.org/10.3389/fpsyg.2025.1463349
Plomp, T., & Nieveen, N. (Eds.). (2013). Educational Design Research: Part A—An Introduction. Enschede, The Netherlands: Netherlands Institute for Curriculum Development (SLO). Retrieved from https://slo.nl/publish/pages/2904/educational-design-research-part-a.pdf
Polizzi, G., & Harrison, T. (2022). Wisdom in the digital age: A conceptual and practical framework for understanding and cultivating cyber-wisdom. Ethics and Information Technology, 24(1), 16. https://doi.org/10.1007/s10676-022-09640-3
Ramírez Ruiz, J. J., Vargas Sanchez, A. D., & Boude Figueredo, O. R. (2024). Impact of gamification on school engagement: A systematic review. Frontiers in Education, 9, 1466926. https://doi.org/10.3389/feduc.2024.1466926
Redmond, N. M., Shubert, J., Scales, P. C., Williams, J., & Syvertsen, A. K. (2025). Unveiling potential: Culturally responsive teaching practices to catalyze social-emotional success in Black youth. Social and Emotional Learning: Research, Practice, and Policy, 5, 100124. https://doi.org/10.1016/j.sel.2025.100124
Sailer, M., & Homner, L. (2020). The Gamification of Learning: a Meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
Sakti, S. A., Endraswara, S., & Rohman, A. (2024). Revitalizing local wisdom within character education through ethnopedagogy apporach: A case study on a preschool in Yogyakarta. Heliyon, 10(10). https://doi.org/10.1016/j.heliyon.2024.e31370
Sarkadi, Casmana, A. R., Hisyam, C. J., & Wardatussa’idah, I. (2022). Integrating Character Education Into the RECE Learning Model Through Pancasila and Citizenship Education Subjects. Frontiers in Education, Volume 7-. https://doi.org/10.3389/feduc.2022.841037
Schwarz, B. B., Baker, M., & Brandel, N. (2025). Seeds for Democracy: Understanding European Values in Educational Dialogues. Frontiers in Education, 10, 1662663. https://doi.org/10.3389/feduc.2025.1662663
Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A Comparative Study of the ADDIE Instructional Design Model in Distance Education. Information, 13(9), 402. https://doi.org/10.3390/info13090402
UNESCO. (2021). Reimagining Our Futures Together: A New Social Contract for Education. UNESCO. https://doi.org/10.54675/ASRB4722
van der Leij, T., Avraamidou, L., Wals, A. E. J., & Goedhart, M. J. (2022). Supporting Secondary Students’ Morality Development in Science Education. Studies in Science Education, 58(2), 141–181. https://doi.org/10.1080/03057267.2021.1944716
van der Leij, T., Goedhart, M. J., Avraamidou, L., & Wals, A. E. J. (2024). Designing a Module for Supporting Secondary Biology Students’ Morality Through Socioscientific Issues in the Human-Nature Context. Journal of Biological Education, 58(5), 1186–1203. https://doi.org/10.1080/00219266.2023.2174160
Viano, S., & Darling-Aduana, J. (2026). Culturally Relevant Pedagogy in K-12 Online Learning: A Systematic Review. Review of Educational Research, 96(3), 724–760. https://doi.org/10.3102/00346543251320355
Zarglayoun, H., Laurendeau-Martin, J., Tato, A., Vera-Estay, E., Blondin, A., Lamy-Brunelle, A., … Beauchamp, M. H. (2022). Assessing and Optimizing Socio-Moral Reasoning Skills: Findings from the MorALERT Serious Video Game. Frontiers in Psychology, 12, 767596. https://doi.org/10.3389/fpsyg.2021.767596
Zheng, Y., Zhang, J., Li, Y., Wu, X., Ding, R., Luo, X., … Huang, J. (2024). Effects of digital game-based learning on students’ digital etiquette literacy, learning motivations, and engagement. Heliyon, 10(1), e23490. https://doi.org/10.1016/j.heliyon.2023.e23490
Copyright (c) 2026 Paedagogia: Jurnal Pendidikan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The author agrees to the following conditions upon publishing a work to Paedagogia: Jurnal Pendidikan:
1. Each article is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. The author(s) recognizes that Paedagogia: Jurnal Pendidikan has the right to be the first to publish under a Creative Commons Attribution-NonCommercial 4.0 International License. This license permits the copying and redistribution of this material in any form or format, as well as the composition, modification, and creation of derivative works of this material for any purpose, but Non commercial, as long as the author is credited with the original work.
2. Authors may submit articles separately or arrange for non-exclusive distribution of manuscripts previously published in this journal in other forms (e.g., to the author's institutional repository, publication in books, etc. ), provided that the manuscript is acknowledged as having been published first in the Paedagogia: Jurnal Pendidikan.
3. A copyright submission agreement must attach each approved manuscript prior to publication. You may obtain the form for the copyright submission agreement here (INA) (EN).
This work is licensed under a 