Indigenous science is comprised of the science-related knowledge and associated practices of indigenous cultures. Indigenous science provides rich contexts that can contribute to understanding the relationship of sociocultural life and environmental ethics in certain communities. It can also lead to better reflection upon Western modern views of science. Based on a qualitative analysis of indigenous science in the Baduy community (Indonesia), we describe how indigenous science can provide relevant contexts for students to learn scientific concepts, as well as help them to recognise the value of promoting sustainability. We present potential topics encompassing the sociocultural context of Baduy science that can be associated with sustainability issues. Topics were identified from six themes (agriculture, medicine, natural dyes, household chemicals, renewable energy, and astronomy). Potential implications of these topics to science learning are also presented. We view contextualization of science teaching and learning by indigenous science as a promising source to enhance students’ perception of the relevance of science learning. It can also promote education for sustainable development.

Inovasi model pembelajaran kooperatif-STAD terhadap hasil belajar telah banyak dilakukan namun demikian cenderung membutuhkan waktu yang relatif lama. Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran kooperatif-STAD dengan permainan word square terhadap motivasi dan hasil belajar siswa. Quasi-experiment ini menggunakan desain pretest-posttest control group. Sampel penelitian ini ditentukan dengan teknik purposive sampling yang terdiri dari dua kelas yaitu X TKJ 1 sebagai kelas eksperimen dan X TKJ 3 sebagai kelas kontrol. Instrumen penelitian menggunakan tes hasil belajar dan angket. Nilai signifikansi hasil uji MANOVA < 0,05 dan hasil uji deskriptif menyatakan terdapat peningkatan motivasi sebesar 15,13 dan hasil belajar sebesar 16,90. Oleh karena itu, terdapat pengaruh yang signifikan terhadap peningkatan motivasi dan hasil belajar siswa setelah diterapkannya model pembelajaran kooperatif-STAD dengan word square.

High school students have difficulty in understanding “electrolyte and non-electrolyte” solution materials because they are mostly abstract. Students should study three aspects in electrolyte and non-electrolyte solutions including macroscopic, symbolic and submicroscopic. However, the fact that in school only accentuates macroscopic and symbolic levels. Then the learning resources cannot provide an explanation of the submicroscopic level and the learning model used does not make students active in accordance with the 2013 curriculum. This study aims to produce products in the form of problem solving-based Elnoel E-modules on electrolyte and non-electrolyte solution materials, as well as explaining the feasibility of E-elnoel module and student response to Elnoel E-module. This research is designed with ADDIE model with analyze, design, development, implementation and evaluation stages. This Elnoel e-module is validated by 7 experts (judment) that the results of material validation and media validation are declared valid with a value of 0.85 and 0.81. Then the Elnoel E-module was implemented to 9 students of grade XI science at Al-Qudwah Integrated High School to find out the student's response to the media developed by obtaining a percentage of 89% that belongs to the category very good.It can be seen that the development of media arranged based on problem solving can stimulate students’ thinking skills and get a positive response from students.

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