This study aims to determine the application and the implication of Culturally Responsive Teaching

learning model integrated with ethnochemistry on the material of electrolyte and non electrolyte
solution. The method used quality method in Senior High School at Jakarta. Ethnochemistry articles used
are about natural Balinese vinegar, utilization of coconut water in Javanese culture, and lemon sour
beneficial. Through classroom observation, interviews and journal reflective writing, it is known that
students are interested and motivated in studying chemistry from a cultural point of view through the
ethnochemical articles presented; students perceive the role of teachers as facilitators and motivators in
chemistry learning with Culturally Responsive Teaching model integrated with ethnochemistry. The
implications that arise from the application of Culturally Responsive Teaching model is integrated in this
ethnochemistry is the development of student's soft skills in the form of cooperative ability, empathy
communication, critical thinking, creativity, love of the homeland, environmental awareness, curiosity,
student knowledge, confidence, self and responsibility in students. It can be concluded that the learning
model of Culturally Responsive Teaching integrated in ethnochemistry of electrolyte and non electrolyte
solution materials can be applied in chemistry learning and can develop soft skill of students.