The small number of young generation who study regional culture leads to low cultural literacy. On the other hand, chemistry achievement is still quite low and learning media that integrate local culture are still rarely used. This research aims to know: (1) the effect of using the ethnochemistry book of Surakarta with CRT approach toward cultural literacy; (2) the effect of using ethnochemistry book of Surakarta with CRT approach toward learning achievement; and (3) the difference in the profile of cultural literacy and learning achievement in the topic of colloids for the 11th grade science students at SMA Negeri 3 Surakarta after learning using the ethnochemistry book of Surakarta with the CRT approach. This research uses a embedded mixed method design with two classes. The experimental class used the ethnochemistry book of Surakarta with a CRT approach while the control class used videos with the discovery learning model. The instruments used to collect data include cultural literacy questionnaires, post-test learning achievement questions, interview questions, learning observation sheets, and student reflective journals. The results of this research show that: (1) there is an effect of using the ethnochemistry book of Surakarta with CRT approach toward cultural literacy. This can be seen from the average cultural literacy score of experimental class students (87.352) which is higher than that of the control class (64.448); (2) there is an effect of using Surakarta ethnochemistry book with CRT approach toward learning achievement.This can be seen from the average learning achievement of experimental class students (76,470) which is higher than the control class (67,222), and (3 there is a difference in the profile of cultural literacy and learning achievement in the topic of colloids for the 11th grade science student at SMA Negeri 3 Surakarta after learning using the ethnochemistry book of Surakarta with the CRT approach. The difference in cultural literacy profile was shown by most experimental class students (53%) were in the high category while most control class students (50%) were in the low category. The difference in learning achievement profiles is shown by the percentage of completeness of experimental class students by 73% while control class students by 58%. The results of this study can be a consideration for teachers to apply ethnochemistry book learning media with a CRT approach to colloid and another topic in chemistry.
