Integrating Local Science and School Science: The Benefits for Preserving Local Wisdom and Promoting Students’ Learning
Abstract
Integrating local science into science learning benefits students and the culture. However, science teaching tends to focus only on the scientific content presented in the books but ignores the local culture. This paper explores local science in community cultural activities to be implemented in science learning to introduce students to cultural values following the concept of science. It identifies local science, describes the oral arguments produced by the tribal council, and analyzes the lesson plan by five science teachers in the Nagekeo district, East Nusa Tenggara. The data used in this analysis are observation and identification, interviews, and assessment sheets. The findings show that the local science in Nagekeo cultural activities that can be integrated into science learning includes the traditional unit and measurement systems, Newton's laws in their application to the traditional game, biodiversity in the traditional hunt, the concept of heat transfer, and its application in the construction of traditional houses, and vibrations, waves, and sounds in the traditional musical instrument. Recommendations from this research are embracing local science in science learning to provide meaningful learning for students and preserve local culture for each generation in the future so that it does not become extinct.
Keywords
Full Text:
PDFReferences
Acharya, K. P., Rajbhandary, R. & Acharya, M. (2019). (Im)Possibility of Learning Science Through Livelihood Activities at Community Schools in Nepal. Asian Social Science, 15(6), 88.
Andrews, K., & Hasan, A. (2020). Pre- service Teachers’ Perceptions of Global Citizenship Education in the Social Studies Curriculum. Journal of Social Studies Education Research, 11(4), 84–113.
Archila, P. A., Molina, J., & Truscott de Mejía, A. M. (2021). Using a controversy about health, biology, and indigenous knowledge to promote undergraduates’ awareness of the importance of respecting the traditions and beliefs of indigenous communities: the case of paragonimiasis in Colombia. In Cultural Studies of Science Education (Vol. 16, Issue 1). Springer Netherlands. https://doi.org/10.1007/s11422-020-09978-4
Ardianti, S. D., Wanabuliandari, S., Saptono, S. & Alimah, S. (2019). A needs assessment of edutainment module with ethnoscience approach oriented to the love of the country. Jurnal Pendidikan IPA Indonesia, 8(2), 153–161.
Arsana, M., Marhaeni, A. A. I. ., & Suastra, I. W. (2013). Implementasi Pendekatan Pembelajaran Kontekstual Berbantuan Media Lingkungan Sekitar untuk Meningkatkan Aktivitas dan Hasil Belajar IPA. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 3, 4.
Aza Nuralita. (2020). Analisis penerapan model Pembelajaran berbasis etnosains dalam pembelajaran tematik SD. MIMBAR PGSD Undiksha, 4(1), 1–8.
Berns, R., & Erickson, P. (2001). Contextual Teaching and Learning: Preparing Students for the New Economy. The Highlight Zone: Research © Work No. 5. The Highlight Zone Research, 5, 1–8.
Cavas, P., Rannikmae, M., Yilmaz, Y. O. & Ertepinar, H. (2012). Research trends in science education from the education from the perspective of journal of baltic science education: A content analysis from 2002 to 2011. Journal of Baltic Science Education, 11(1), 94–102.
Chu, H. E., Treagust, D. F., Yeo, S., & Zadnik, M. (2012). Evaluation of Students’ Understanding of Thermal Concepts in Everyday Contexts. International Journal of Science Education, 34(10), 1509–1534. https://doi.org/10.1080/09500693.2012.657714
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1). https://doi.org/10.14507/epaa.v8n1.2000
Davison, D. M. & Miller, K. W. (1998). An Ethnoscience Approach to Curriculum Issues for American Indian Students. School Science and Mathematics, 98(5), 260–265.
Dewi, C. A., Khery, Y. & Erna, M. (2019). An ethnoscience study in chemistry learning to develop scientific literacy. Jurnal Pendidikan IPA Indonesia, 8(2), 279–287.
Fasasi, R. A. (2017). Effects of ethnoscience instruction , school location , and parental educational status on learners ’ attitude towards science. 693. https://doi.org/10.1080/09500693.2017.1296599
Fasasi, R. A. (2017). The Impact of Ethnoscience Instruction on Cognitive Achievement in Science. International Journal of Education and Learning, 6(2), 33–42.
Foroushani, S. (2019). Misconceptions in engineering thermodynamics: A review. International Journal of Mechanical Engineering Education, 47(3), 195–209. https://doi.org/10.1177/0306419018754396
Glasson, G. E., Mhango, N., Phiri, A. & Lanier, M. (2010). Sustainability science education in Africa: Negotiating indigenous ways of living with nature in the third space. International Journal of Science Education, 32(1), 125–141. https://doi.org/10.1080/09500690902981269
Günay, R., & Aydin, H. (2015). Inclinations in studies into multicultural education in Turkey: A content analysis study. Egitim ve Bilim, 40(178), 1–22. https://doi.org/10.15390/EB.2015.3294
Henno, I. & Reiska, P. (2013). Impact of the sociocultural context on student science performance and attitudes: The case of Estonia. Journal of Baltic Science Education, 12(4), 465–481.
Hiwatig, A. D. F. (2008). Ethno-Scientific Teaching Approach, Student Proficiency, and Attitude Toward Science and Ethnic Culture. Education Quarterly, 66(1), 2–20.
Jegede, O. J. (1997). School science and the development of scientific culture: A review of contemporary science education in Africa. International Journal of Science Education, 19(1), 1–20.
Jumadin, L., Hidayat, A., & Sutopo. (2017). Perlunya Pembelajaran Modelling. Jurnal Pendidikan : Teori, Penelitian, Dan Pengembangan, 2(3), 325–330.
Kasi, Y. F., Samsudin, A., Widodo, A. & R. (2020). A critical analysis about ethnoscience approach of the science teachers in “Peo Nabe”-Nagekeo using Rasch model. International Journal of Advanced Science and Technology, 29(7), 3149–3165.
Kasi, Y. F., Samsudin, A., & Widodo, A. (2021). A Thematic Review on Exploring Ethnoscience in Science Education : A Case in Indonesia. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 6(2), 229–241. https://doi.org/10.24042/tadris.v6i2.9509
Khaerudin, S. A., Nugraheni, D., & Winarni, D. S. (2019). Peningkatan penguasaan konsep siswa smp pada materi pengukuran. Prosiding Seminar Nasional MIPA, 242–245.
Koirala, K. P. (2021). Multicultural classroom teaching in Nepal: perspectives and practices of a secondary level science teacher. Cultural Studies of Science Education, 16(4), 1163–1182. https://doi.org/10.1007/s11422-020-10012-w
Kotluk, N., & Aydin, H. (2021). Culturally relevant/sustaining pedagogy in a diverse urban classroom: Challenges of pedagogy for Syrian refugee youths and teachers in Turkey. British Educational Research Journal. https://doi.org/10.1002/berj.3700
Kulkarni, V. D., & Tambade, P. S. (2013). Assessing the Conceptual Understanding about Heat and Thermodynamics at Undergraduate Level. European Journal Of Physics Education, 4(2), 9–16. http://ejpe.erciyes.edu.tr/index.php/EJPE/article/view/101
Loyens, S. M. M., Kirschner, P., & Paas, F. (2011). Problem-based learning. In APA Educational Psychology Handbook (Vol. 2).
Lupión-Cobos, T., López-Castilla, R. & Blanco-López, Á. (2017). What do science teachers think about developing scientific competences through context-based teaching? A case study. International Journal of Science Education, 39(7), 937–963.
Meier, L. T. (2012). The Effect of School Culture on Science Education at an Ideologically Innovative Elementary Magnet School: An Ethnographic Case Study. Journal of Science Teacher Education, 23(7), 805–822.
Meiraini, F., & Retnawati, H. (2020). Analisis Faktor Penyebab Hambatan Belajar (Learning Obstacle) Siswa Smp Pada Materi Geometri Dan Pengukuran. Prosiding Seminar Pendidikan Matematika Dan Matematika, 2(2721), 1–11. http://prosiding.himatikauny.org/index.php/prosidinglsm/article/view/93
Mensah, F. M. (n.d.). Teaching Culturally and Ethnically Diverse Learners in the Science Classroom. Mc Graw Hill Education, 1–6.
Mensah, F. M. (2021). CulturallyRelevant and Culturally Responsive: Two Theories of Practice for Science Teaching. National Science Teaching Associatiom, 58(4), 2009–2012.
Milne, C. (Catherine E., Tobin, K. G., & DeGennaro, D. (2015). Sociocultural studies and implications for science education : the experiential and the virtual.
Nurcahyani, D., Yuberti, Irwandani, Rahmayanti, H., Ichsan, I. Z., & Rahman, M. (2021). Ethnoscience learning on science literacy of physics material to support environment: A meta-analysis research. Journal of Physics: Conference Series, 1796(1). https://doi.org/10.1088/1742-6596/1796/1/012094
Okwara, O. K. & Upu, F. T. (2017). Effect of Ethnoscience Instructional Approach on Students Achievement and Interest in Upper Basic Science and Technology in Benue State Nigeria. International Journal of Scientific Research in Education, 10(1), 69–78.
Park, C., & Martin, S. N. (2018). Journal of the korean association for science education. Journal of the Korean Association for Science Education, 38(2), 97–112.
Pertiwi, U. D., & Rusyda Firdausi, U. Y. (2019). Upaya Meningkatkan Literasi Sains Melalui Pembelajaran Berbasis Etnosains. Indonesian Journal of Natural Science Education (IJNSE), 2(1), 120–124. https://doi.org/10.31002/nse.v2i1.476
Pieter, J. (2012). PEMBELAJARAN IPA BERBASIS KEARIFAN LOKAL SEBAGAI SOLUSI PENGAJARAN IPA DI DAERAH PEDALAMAN PROVINSI PAPUA Jan Pieter.
Price, C. A. & Chiu, A. (2018). An experimental study of a museum-based, science PD programme’s impact on teachers and their students. International Journal of Science Education, 40(9), 941–960.
Prins, C., Joubert, I., Ferreira-Prevost, J. & Moen, M. (2019). Disciplinary practices in the early grades: Creating culturally responsive learning environments in South Africa. South African Journal of Education, 39(3), 1–7.
Rachmawati, R., Octavia, E., Herawati, S. D. & Sinaga, O. (2019). Culture, environment and E-learning as factor in student performance (case studies in management accounting study programs). Universal Journal of Educational Research, 7(4), 72–78.
Ririnsia, R., & Hau, H. (2019). Pemahaman Siswa terhadap Konsep Hukum I Newton. Variabel, 2(2), 59.
Risdianto, E., Dinissjah, M. J., Nirwana. & Kristiawan, M. (2020). The effect of Ethno science-based direct instruction learning model in physics learning on students’ critical thinking skill. Universal Journal of Educational Research, 8(2), 611–615.
Roth, W.-M., & Tobin, K. (2019). Learning to Teach Science. In The World of Science Education. https://doi.org/10.1163/9789087907471_038
Sadler, T. D., Chambers, F. W. & Zeidler, D. L. (2004). Student conceptualizations of the nature of science in response to a socioscientific issue. International Journal of Science Education, 26(4), 387–409.
Sedawi, W., Ben Zvi Assaraf, O., & Reiss, M. J. (2020). Indigenous children’s connectedness to nature: the potential influence of culture, gender and exposure to a contaminated environment. In Cultural Studies of Science Education (Vol. 15, Issue 4). Springer Netherlands. https://doi.org/10.1007/s11422-020-09982-8
Shidiq, A. S. (2016). Pembelajaran Sains Kimia Berbasis Etnosains untuk Meningkatkan Minat dan Prestasi Belajar Siswa. Seminar Nasional Kimia dan Pendidikan Kimia, VIII, 227-236.
Shidiq, A. S. (2016). Pembelajaran Sains Kimia Berbasis Etnosains Untuk Meningkatkan Minat Dan Prestasi Belajar Siswa. Seminar Nasional Kimia Dan Pendidikan Kimia VIII, 227–236.
Sinthya Astrina Putri, Stepanus Sahala S., E. O. (2014). Remediasi Miskonsepsi Siswa Pada Materi Hukum Newton Menggunakan Jigsaw Berbantuan Booklet Kelas Viii Smp. Program Studi Pendidikan Fisika FKIP Untan Pontianak, 1.
Snoek, M., Knezic, D., Van Den Berg, E., Emmelot, Y., Heyma, A. & Sligte, Sligte, H. (2018). Impact of in-service Master of Education programmes on teachers and their working environment. European Journal of Teacher Education, 41(5), 620–637.
Soko, I. P., Setiawan, A., Widodo, A. & Redjeki, S. (2017). The Identification of Local Science Learning Resources of Nusa Tenggara Timur for Developing Physics Instructions in High School. Advances in Social Science, Education and Humanities Research (ASSEHR), 1st International Conference of Mathematics and Science Education (ICMSEd 2016), 57, 225–230.
Sturtevant, W. C. (2017). Studies in ethnoscience. Anthropological Theory: A Sourcebook, 475–500.
Sudarmin, S., Zahro, L., Pujiastuti, S. E., Asyhar, R., Zaenuri, Z. & Rosita, A. (2019). The development of PBL-based worksheets integrated with green chemistry and ethnoscience to improve students’ thinking skills. Jurnal Pendidikan IPA Indonesia, 8(4), 492–499.
Sudarmin., Febu, R., Nuswowati, M. & Sumarni, W. (2016). Development of Ethnoscience Approach in The Module Theme Substance Additives to Improve the Cognition Learning Outcome and Students’ entrepreneurship. Journal of Physics: Conference Series, 755(1).
Sulastri, E. (2013). Penerapan Model Pembelajaran Berbasis Sains Budaya Jurusan Tadris Ipa Biologi – Fakultas Tarbiyah Kementrian Agama Republik Indonesia Institut Agama Islam Negeri ( Iain ) Syekh Nurjati Cirebon.
Sumarni, W., Sudarmin, S., Sumarti, S. S., & Kadarwati, S. (2022). Indigenous knowledge of Indonesian traditional medicines in science teaching and learning using a science–technology–engineering–mathematics (STEM) approach. In Cultural Studies of Science Education (Vol. 17, Issue 2). Springer Netherlands. https://doi.org/10.1007/s11422-021-10067-3
Sutopo, S., & Parno, P. (2017). Kesulitan Siswa Dalam Memahamihukum Newton Dan Solusinya Pada Pembelajaran Sains Di Smp. Prosiding Seminar Nasional Mahasiswa …. http://pasca.um.ac.id/conferences/index.php/gtk/article/view/192
Urevbu, A. O. (1984). School science curriculum and innovation: An African perspective. European Journal of Science Education, 6(3), 217–225. https://doi.org/10.1080/0140528840060303
Vlaardingerbroek, B. (1990). Ethnoscience and Science Teacher Training in Papua New Guinea. Journal of Education for Teaching, 16(3), 217–224. https://doi.org/10.1080/0260747900160302
Wallace, C. S. & Priestley, M. R. (2016). Secondary science teachers as curriculum makers: Mapping and designing Scotland’s new Curriculum for Excellence. Journal of Research in Science Teaching, 54(3), 324–349.
Yensi, M. N., Ernaningsih, D., & Sada, M. (2019). Jurnal BIOS. Jurnal BIOS, 4(1), 54–59.
Refbacks
- There are currently no refbacks.
