Integration of ethnoscience in problem-based learning to improve contextuality and meaning of biology learning
DOI:
https://doi.org/10.21009/biosferjpb.18424Keywords:
Ethnoscience, Biology learning, Contextuality, Problem-based learningAbstract
Meaningful learning can be carried out by adapting learning to local culture and traditions. Ethnoscience is a set of knowledge identified in a community and can be used as the learning base to create contextual and meaningful learning for students. This study aims to find more information about ethnoscience-based biology learning. The research method used was a literature study. The literature used mainly discusses ethnoscience, ethnoscience learning, and learning methods. The instrument used in this study was a summary table of all related articles, following the summary table made by Cronin et al. (2008). This research produces a new conceptual framework which is a synergy between ethnoscience and problem-based learning. This research also generates six procedures for designing ethnoscience-based learning and five steps to integrate ethnoscience into Problem-based Learning. The integration of ethnoscience in problem-based learning can increase the contextuality and meaning of biology learning and can be applied to maintain local culture. This study recommends the use of procedures resulted from this study to design ethnoscience-based learning and integrate ethnoscience learning into Problem-Based Learning.
References
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Ausubel , D.P,. (1963), The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton Publishers
Carothers, C., Moritz, M. & Zarger, R. (2014) ‘Introduction: Conceptual, methodological, practical, and ethical challenges in studying and applying indigenous knowledge’. Ecology and Society, 19(4), 19–21. http://dx.doi.org/10.5751/ES-07212-190443
Cronin, P., Ryan, F., & Coughlan, M. (2008). Undertaking a literature review: a step-by-step approach. British Journal of Nursing, 17(1), 38-43. https://doi.org/10.12968/bjon.2008.17.1.28059
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Dwianto, A., Wilujeng, I., Prasetyo, Z.K. & Suryadarma, I.G.P. (2017). The development of science domain based learning tool which is integrated with local wisdom to improve science process skill and scientific attitude. Jurnal Pendidikan IPA Indonesia, 6(1) 23-31. doi: https://doi.org/10.15294/jpii.v6i1.7205
Fasasi, R. A. (2017a). Effects of ethnoscience instruction, school location, and parental educational status on learners’ attitude towards science. International Journal of Science Education, 39(5), 548–564. https://doi.org/10.1080/09500693.2017.1296599
Fasasi, R. A. (2017b). The Impact of Ethnoscience Instruction on Cognitive Achievement in Science. International Journal of Education and Learning, 6(2), 33–42. https://doi.org/10.14257/ijel.2017.6.2.03
Gündüz, A. Y., Alemdağ, E., Yaşar, S., & Erdem, M. (2016). Design of a Problem-Based Online Learning Environment and Evaluation of its Effectiveness. Turkish Online Journal of Educational Technology, 15(3), 49–57. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=116811966&%5Cnlang=ko&site=ehost-live
Hariyadi, S., Tamalene, M. N., & Hariyono, A. (2019). Ethnopedagogy of the osing tribe folk song: exploration and formation of biology learning character. Biosfer: Jurnal Pendidikan Biologi, 12(2), 258-276. https://doi.org/10.21009/biosferjpb.v12n2.258-276.
Hemker, L., Prescher, C., & Narciss, S. (2017). Design and evaluation of a problem-based learning environment for teacher training. Interdisciplinary Journal of Problem-Based Learning, 11(2). https://doi.org/10.7771/1541-5015.1676
Ibe, E. & Nwosu, A. A. (2017). Effects of ethnoscience and traditional laboratory practical on science process skills acquisition of secondary school biology students in Nigeria. British journal of Multidisciplinary and Advanced Studies1(1) 35–46.
Imandala, I., Li, R., & Supriyadi, A. (2019). Analysis of Problem-Based Learning Models by Typology of Knowledge Pollock and Cruz (1999). International Journal of Education and Learning, 1(1), 1–11.https://doi.org/10.31763/ijele.v1i1.12
Kidman, J., Yen, C. and Abrams, E. (2013). Indigenous students’ experiences of the hidden curriculum in science education: A Cross-national study in New Zealand and Taiwan. InternationalJournal of Science and Mathematics Education2013(11): 43-64.http://dx.doi.org/10.1007/s10763-012-9365-9
Kosasih, E.(2014). Strategi Belajar dan Pembelajaran Implementasi Kurikulum 2013. Bandung: Yrama Widya.
Lee, H., Yen, C., & Aikenhead, G. (2012). Indigenous elementary students’ science instruction in Taiwan: Indigenous knowledge and western science. Research in Science Education, 42(6), 1183-1199. doi: https://doi.org/10.1007/s11165-011-9240-7
Li, H., & Chen, Y. (2018). Conceptions on PBL facilitator’s role: A perspective of Chinese teacher. International Journal of Learning, Teaching and Educational Research, 17(9), 18–33. https://doi.org/10.26803/ijlter.17.9.2
Marra, R. M., Jonassen, D. H., Palmer, B., & Luft, S. (2014). Why Problem-Based Learning Works: Theoretical Foundations. Journal on Excellence in College Teaching, 35(3 & 4), 221–238. https://www.lhthompson.com/uploads/4/2/1/1/42117203/problem-based_learning.pdf
Muhlisin, A., Siswanto, S., Singgih, S., Dewantari, N., & Mohtar, L. E. (2020). Integration PBL with RMS: Improving problem solving skills on environmental education. Biosfer, 13(2), 155–166. https://doi.org/10.21009/biosferjpb.v13n2.155-166
Molnar, C., & Gair, J. (2013). Concepts of Biology (1st ed) Canadian edition. Rice University.
Okwara, O. K., & Upu, F. T. (2017). Effects 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.http://www.ijsre.com.
Pamungkas, A., Subali, B., & Linuwih, S. (2017). Implementasi model pembelajaran IPA berbasis kearifan lokal untuk meningkatkan kreativitas dan hasil belajar siswa. Jurnal Inovasi Pendidikan IPA, 3(2), 118. https://doi.org/10.21831/jipi.v3i2.14562
Parmin, Sajidan, Ashadi, Sutikno, & Fibriana, F. (2017). Science integrated learning model to enhance the scientific work independence of student teacher in indigenous knowledge transformation. Jurnal Pendidikan IPA Indonesia, 6(2), 365–372. https://doi.org/10.15294/jpii.v6i2.11276
Pierotti, R. (2016). Indigenous concepts of “ living systems ”: Aristotelian “ Soul ” meets constructal theory. Ethnobiology Letters6(1), 80–88. https://doi.org/10.14237/ebl.6.1.2015.420
Pilgrim, S., C. Samson and J. Pretty. (2009). Rebuilding lost connections: How revitalization projects contribute to cultural continuity and improve the environment. Interdisciplinary Centre for Environment and Society Occasional Paper2009(1). UK: University of Essex. https://www.semanticscholar.org/paper/Rebuilding-Lost-Connections%3A-How-Revitalisation-to-Pilgrim-Samson/ca453daabfd35fb4c86a27286a9aa24048ae2bdf.
Ramdhani, A., Ramdhani, M.A., Amin, A.S. (2014). Writing a Literature Review Research Paper: A step-by-step approach. International Journal of Basic and Applied Science, 3(1), 47-56. https://www.researchgate.net/publication/311735510
Reyes-García, V., Kightley, E., Ruiz-Mallén, I., Fuentes-Peláez, N., Demps, K., Huanca, T., & Martínez-Rodríguez, M. R. (2010). Schooling and local environmental knowledge: Do they complement or substitute each other? International Journal of Educational Development, 30(3), 305–313. https://doi.org/10.1016/j.ijedudev.2009.11.007
Rist, S. and Dahdouh-Guebas, F. (2006). Ethnosciences - A step towards the integration of scientific and indigenous forms of knowledge in the management of natural resources for the future. Environment, Development and Sustainability, 8(4) 467–493. https://doi.org/10.1007/s10668-006-9050-7
Seraphin, K. D. (2014). Where are you from? Writing toward science literacy by connecting culture, person, and place. Journal of Geoscience Education, 62(1), 11–18. https://doi.org/10.5408/12-413.1
Simone, C. De. (2014). Problem-Based Learning in Teacher Education: Trajectories of Change. International Journal of Humanities and Social Science, 4(12), 17–29. www.ijhssnet.com/journals/Vol_4_No_12_October_2014/3.pdf
Setyami, I., Apriani, E., & Fathonah, S. (2018). Bunga Rampai Cerita Lisan Tidung Kalimantan Utara. Pustaka Abadi
Suciyati, A., & Adian, T. (2018). Developing the fun and educative module in plant morphology and anatomy learning for tenth graders. Jurnal Pendidikan Biologi Indonesia, 4(1), 53. https://doi.org/10.22219/jpbi.v4i1.5334
Suciyati, A., Suryadarma, I. G. P., Paidi, & Abrori, F. M. (2021). Ethnobotanical study based on the five dimensions of basic life needs in tidung tribe of North Kalimantan, Indonesia. Biodiversitas, 22(6), 3199–3208. https://doi.org/10.13057/biodiv/d220623
Sudarmin. (2015). Pendidikan Karakter, Etnosains dan Kearifan Lokal: Konsep dan Penerapannya Dalam Penelitian dan Pembelajaran Sains. FMIPA Universitas Negeri Semarang. http://lib.unnes.ac.id/27040/
Sudarmin, S., Sumarni, W., Zahro, L., Diba, P. F., & Rosita, A. (2018). The Development of Learning Chemistry Module Integrated with Green Chemistry and Ethnoscience to Development of Students’ Generic Science Skills and Soft Skills of Conservation in Central Java. Journal of Science and Mathematics Education in Southeast Asia, 41(5). https://eric.ed.gov/?id=EJ1247095
Suryadarma, I.G.P. (2017). Membangun karakter kemandirian satu pendekatan etnobiologi keunikan lokal dalam pespektif nasional dan refleksi global. Prosiding Seminar Nasional Biotik 2017, (pp 1-16). https://jurnal.ar-raniry.ac.id/index.php/PBiotik/article/view/2104
Thornton, T. F. and Scheer, A. M. (2012). Collaborative engagement of local and traditional knowledge and science in marine environments: A review. Ecology and Society, 17(3). https://doi.org/10.5751/ES-04714-170308
Ugwuanyi, E. C. (2015). Effects of an ethnoscience based instructional model on students’ academic achievement and interest in the senior secondary school biology (unpublished master thesis). University of Nigeria Nsukka.
Usman, N., Rahmatan, H., & Haji, A. G. (2019). Ethno-Science Based Module Development on Material Substance and its Characteristics to Improve Learning Achievement of Junior High School Students. International Journal of Innovation in Science and Mathematics, 7(3), 148–157. https://www.ijism.org/administrator/components/com_jresearch/files/publications/IJISM_845_FINAL.pdf
Warrren, L. J. Silkeveer, and D.Brokensha (eds). (1995). The Cultural Dimensions of Development: Indigenous Knowledge Systems. Southampton: Intermediate Technology Publishers.
Yew, E. H. J., & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education, 2(2), 75–79. https://doi.org/10.1016/j.hpe.2016.01.004
Abonyi, O.S. (1999). Effects of an ethnoscience-based instructional package on student's conception of scientific phenomena and interest in science. Publication of Doctoral Tesis. University of Nigeria.https://www.codesria.org/IMG/pdf/t_abonyi_okechukwu_sunday.pdf?6226/a05f035c759ca485c133853b73d49a0e98fcb1d1
Abonyi, O.S. (2003). Effects of an ethnoscience-based instructional package on students' conception of scientific phenomena. Journal of the University of the Gambia 1, 172 - 182.https://www.researchgate.net/publication/260674843
Aikenhead, G. S. (2001). Integrating western and aboriginal sciences: cross-cultural science teaching. Research in Science Education, 31(3), 337–355. Retrieved from https://link.springer.com/article/10.1023/A:1013151709605
Ausubel , D.P,. (1963), The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton Publishers
Carothers, C., Moritz, M. & Zarger, R. (2014) ‘Introduction: Conceptual, methodological, practical, and ethical challenges in studying and applying indigenous knowledge’. Ecology and Society, 19(4), 19–21. http://dx.doi.org/10.5751/ES-07212-190443
Cronin, P., Ryan, F., & Coughlan, M. (2008). Undertaking a literature review: a step-by-step approach. British Journal of Nursing, 17(1), 38-43. https://doi.org/10.12968/bjon.2008.17.1.28059
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. https://doi.org/10.15294/jpii.v8i2.19261
Dwianto, A., Wilujeng, I., Prasetyo, Z.K. & Suryadarma, I.G.P. (2017). The development of science domain based learning tool which is integrated with local wisdom to improve science process skill and scientific attitude. Jurnal Pendidikan IPA Indonesia, 6(1) 23-31. doi: https://doi.org/10.15294/jpii.v6i1.7205
Fasasi, R. A. (2017a). Effects of ethnoscience instruction, school location, and parental educational status on learners’ attitude towards science. International Journal of Science Education, 39(5), 548–564. https://doi.org/10.1080/09500693.2017.1296599
Fasasi, R. A. (2017b). The Impact of Ethnoscience Instruction on Cognitive Achievement in Science. International Journal of Education and Learning, 6(2), 33–42. https://doi.org/10.14257/ijel.2017.6.2.03
Gündüz, A. Y., Alemdağ, E., Yaşar, S., & Erdem, M. (2016). Design of a Problem-Based Online Learning Environment and Evaluation of its Effectiveness. Turkish Online Journal of Educational Technology, 15(3), 49–57. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=116811966&%5Cnlang=ko&site=ehost-live
Hariyadi, S., Tamalene, M. N., & Hariyono, A. (2019). Ethnopedagogy of the osing tribe folk song: exploration and formation of biology learning character. Biosfer: Jurnal Pendidikan Biologi, 12(2), 258-276. https://doi.org/10.21009/biosferjpb.v12n2.258-276.
Hemker, L., Prescher, C., & Narciss, S. (2017). Design and evaluation of a problem-based learning environment for teacher training. Interdisciplinary Journal of Problem-Based Learning, 11(2). https://doi.org/10.7771/1541-5015.1676
Ibe, E. & Nwosu, A. A. (2017). Effects of ethnoscience and traditional laboratory practical on science process skills acquisition of secondary school biology students in Nigeria. British journal of Multidisciplinary and Advanced Studies1(1) 35–46.
Imandala, I., Li, R., & Supriyadi, A. (2019). Analysis of Problem-Based Learning Models by Typology of Knowledge Pollock and Cruz (1999). International Journal of Education and Learning, 1(1), 1–11.https://doi.org/10.31763/ijele.v1i1.12
Kidman, J., Yen, C. and Abrams, E. (2013). Indigenous students’ experiences of the hidden curriculum in science education: A Cross-national study in New Zealand and Taiwan. InternationalJournal of Science and Mathematics Education2013(11): 43-64.http://dx.doi.org/10.1007/s10763-012-9365-9
Kosasih, E.(2014). Strategi Belajar dan Pembelajaran Implementasi Kurikulum 2013. Bandung: Yrama Widya.
Lee, H., Yen, C., & Aikenhead, G. (2012). Indigenous elementary students’ science instruction in Taiwan: Indigenous knowledge and western science. Research in Science Education, 42(6), 1183-1199. doi: https://doi.org/10.1007/s11165-011-9240-7
Li, H., & Chen, Y. (2018). Conceptions on PBL facilitator’s role: A perspective of Chinese teacher. International Journal of Learning, Teaching and Educational Research, 17(9), 18–33. https://doi.org/10.26803/ijlter.17.9.2
Marra, R. M., Jonassen, D. H., Palmer, B., & Luft, S. (2014). Why Problem-Based Learning Works: Theoretical Foundations. Journal on Excellence in College Teaching, 35(3 & 4), 221–238. https://www.lhthompson.com/uploads/4/2/1/1/42117203/problem-based_learning.pdf
Muhlisin, A., Siswanto, S., Singgih, S., Dewantari, N., & Mohtar, L. E. (2020). Integration PBL with RMS: Improving problem solving skills on environmental education. Biosfer, 13(2), 155–166. https://doi.org/10.21009/biosferjpb.v13n2.155-166
Molnar, C., & Gair, J. (2013). Concepts of Biology (1st ed) Canadian edition. Rice University.
Okwara, O. K., & Upu, F. T. (2017). Effects 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.http://www.ijsre.com.
Pamungkas, A., Subali, B., & Linuwih, S. (2017). Implementasi model pembelajaran IPA berbasis kearifan lokal untuk meningkatkan kreativitas dan hasil belajar siswa. Jurnal Inovasi Pendidikan IPA, 3(2), 118. https://doi.org/10.21831/jipi.v3i2.14562
Parmin, Sajidan, Ashadi, Sutikno, & Fibriana, F. (2017). Science integrated learning model to enhance the scientific work independence of student teacher in indigenous knowledge transformation. Jurnal Pendidikan IPA Indonesia, 6(2), 365–372. https://doi.org/10.15294/jpii.v6i2.11276
Pierotti, R. (2016). Indigenous concepts of “ living systems ”: Aristotelian “ Soul ” meets constructal theory. Ethnobiology Letters6(1), 80–88. https://doi.org/10.14237/ebl.6.1.2015.420
Pilgrim, S., C. Samson and J. Pretty. (2009). Rebuilding lost connections: How revitalization projects contribute to cultural continuity and improve the environment. Interdisciplinary Centre for Environment and Society Occasional Paper2009(1). UK: University of Essex. https://www.semanticscholar.org/paper/Rebuilding-Lost-Connections%3A-How-Revitalisation-to-Pilgrim-Samson/ca453daabfd35fb4c86a27286a9aa24048ae2bdf.
Ramdhani, A., Ramdhani, M.A., Amin, A.S. (2014). Writing a Literature Review Research Paper: A step-by-step approach. International Journal of Basic and Applied Science, 3(1), 47-56. https://www.researchgate.net/publication/311735510
Reyes-García, V., Kightley, E., Ruiz-Mallén, I., Fuentes-Peláez, N., Demps, K., Huanca, T., & Martínez-Rodríguez, M. R. (2010). Schooling and local environmental knowledge: Do they complement or substitute each other? International Journal of Educational Development, 30(3), 305–313. https://doi.org/10.1016/j.ijedudev.2009.11.007
Rist, S. and Dahdouh-Guebas, F. (2006). Ethnosciences - A step towards the integration of scientific and indigenous forms of knowledge in the management of natural resources for the future. Environment, Development and Sustainability, 8(4) 467–493. https://doi.org/10.1007/s10668-006-9050-7
Seraphin, K. D. (2014). Where are you from? Writing toward science literacy by connecting culture, person, and place. Journal of Geoscience Education, 62(1), 11–18. https://doi.org/10.5408/12-413.1
Simone, C. De. (2014). Problem-Based Learning in Teacher Education: Trajectories of Change. International Journal of Humanities and Social Science, 4(12), 17–29. www.ijhssnet.com/journals/Vol_4_No_12_October_2014/3.pdf
Setyami, I., Apriani, E., & Fathonah, S. (2018). Bunga Rampai Cerita Lisan Tidung Kalimantan Utara. Pustaka Abadi
Suciyati, A., & Adian, T. (2018). Developing the fun and educative module in plant morphology and anatomy learning for tenth graders. Jurnal Pendidikan Biologi Indonesia, 4(1), 53. https://doi.org/10.22219/jpbi.v4i1.5334
Suciyati, A., Suryadarma, I. G. P., Paidi, & Abrori, F. M. (2021). Ethnobotanical study based on the five dimensions of basic life needs in tidung tribe of North Kalimantan, Indonesia. Biodiversitas, 22(6), 3199–3208. https://doi.org/10.13057/biodiv/d220623
Sudarmin. (2015). Pendidikan Karakter, Etnosains dan Kearifan Lokal: Konsep dan Penerapannya Dalam Penelitian dan Pembelajaran Sains. FMIPA Universitas Negeri Semarang. http://lib.unnes.ac.id/27040/
Sudarmin, S., Sumarni, W., Zahro, L., Diba, P. F., & Rosita, A. (2018). The Development of Learning Chemistry Module Integrated with Green Chemistry and Ethnoscience to Development of Students’ Generic Science Skills and Soft Skills of Conservation in Central Java. Journal of Science and Mathematics Education in Southeast Asia, 41(5). https://eric.ed.gov/?id=EJ1247095
Suryadarma, I.G.P. (2017). Membangun karakter kemandirian satu pendekatan etnobiologi keunikan lokal dalam pespektif nasional dan refleksi global. Prosiding Seminar Nasional Biotik 2017, (pp 1-16). https://jurnal.ar-raniry.ac.id/index.php/PBiotik/article/view/2104
Thornton, T. F. and Scheer, A. M. (2012). Collaborative engagement of local and traditional knowledge and science in marine environments: A review. Ecology and Society, 17(3). https://doi.org/10.5751/ES-04714-170308
Ugwuanyi, E. C. (2015). Effects of an ethnoscience based instructional model on students’ academic achievement and interest in the senior secondary school biology (unpublished master thesis). University of Nigeria Nsukka.
Usman, N., Rahmatan, H., & Haji, A. G. (2019). Ethno-Science Based Module Development on Material Substance and its Characteristics to Improve Learning Achievement of Junior High School Students. International Journal of Innovation in Science and Mathematics, 7(3), 148–157. https://www.ijism.org/administrator/components/com_jresearch/files/publications/IJISM_845_FINAL.pdf
Warrren, L. J. Silkeveer, and D.Brokensha (eds). (1995). The Cultural Dimensions of Development: Indigenous Knowledge Systems. Southampton: Intermediate Technology Publishers.
Yew, E. H. J., & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education, 2(2), 75–79. https://doi.org/10.1016/j.hpe.2016.01.004
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2021-10-12
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Alfi, I Gusti Putu, & Paidi. (2021). Integration of ethnoscience in problem-based learning to improve contextuality and meaning of biology learning. Biosfer: Jurnal Pendidikan Biologi, 14(2), 201–215. https://doi.org/10.21009/biosferjpb.18424
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