Ethnoscience-Based Science Learning Model to Develop Critical Thinking Ability and Local Cultural Concern for Junior High School Students in Lombok

Abstract

This study aims to analyze the needs of students in learning science in junior high schools which will be used as a basis in designing ethnoscience-based learning models for the development of critical thinking skills and concern for students' local culture. Teachers who were used as samples of this study were 30 junior high school science teachers in Lombok. Data were collected through field observations, literature review, questionnaires, and interviews. Data were analyzed descriptively. Based on the results of data analysis, it can be concluded that: 1) There are 5 basic competencies that can be developed in ethnoscience-based learning. 2) Methods suitable for ethnoscience-based learning are investigation / experimentation, field observation, and discussion. 3) Suitable learning resources to support science learning are the natural and socio-cultural environment, textbooks, audio visuals, and the internet. 4) The assessment system suitable for ethnoscience-based science learning to develop students' critical thinking skills and local cultural awareness is non-test assessment (performance, attitudes, portfolios, products) and assessment by tests. 5) Critical thinking skills that can be developed are: Providing simple explanations, building basic skills, concluding, making further explanations, strategies and tactics. 6) Local cultural concerns that can be developed are liking local culture, introducing local culture to others, preserving local culture. 7) Conceptual model of ethnoscience-based science learning which is suitable for developing critical thinking skills and local cultural awareness includes the following steps: Engage, Explore, Explain, Elaborate, Exhibit, and Evaluate.

Problem Analysis of Science Learning Based on Local Wisdom: Causes and Solutions

“…The 2013 curriculum can still be continued because it is in accordance with the development of the technological era so that it does not erode the character education that exists in students (Rahmatullah & Jumadi, 2020). A curriculum that integrates local wisdom in learning will develop student competencies needed in the 21st century such as higher order thinking skills and cultural care attitudes as part of character education promoted by the government (Hikmawati Hikmawati et al, 2020).…”

“…One of the learning models that can be used is the 6E learning cycle model (engagement, exploration, explanation, elaboration, exhibition, and evaluation). This model can develop critical thinking skills and an attitude of caring for local culture (Hikmawati Hikmawati et al, 2020). Learning models based on local culture can improve students' critical thinking and communication skills (H Hikmawati, Gunawan, et al, 2021).…”

Respon Mahasiswa Terhadap Perkuliahan Berbasis Kearifan lokal Pada Mata Kuliah Kajian Fisika Sekolah Menengah

“…Selain sejumlah kompetensi tersebut, mahasiswa juga harus memiliki nilai-nilai karakter yang baik seperti sikap peduli terhadap budaya lokal. Sikap peduli terhadap budaya lokal dapat dikembangkan melalui pembelajaran berbasis kearifan lokal (Hikmawati Hikmawati, Suastra, et al, 2020). Kearifan lokal tersebut dapat berupa etnosains, adat istidat, kebiasaan, maupun budaya lokal masyarakat yang dilakukan dalam kehidupan sehari-hari, dilihat di sekitar lingkungan tempat tinggal, dan dialami sendiri oleh mahasiswa (Suastra et al, 2017).…”

Effect of Local Culture Based Learning in Science on Critical Thinking and Student Communication Skills

“…The local culture of the island of Lombok, apart from Bau Nyale, which has been identified as having an element of science (ethnoscience) is the traditional Sasak Sade village, the weaving process of the Sasak tribe, traditional musical instruments Gendang Beleq, and the process of making traditional Poteng Reket snacks (Hikmawati, et al, 2021a). Other local cultures that are still part of the traditions of the indigenous people in Lombok include awik-awik, mamak (mengirih), nyongkolan, and begawe (Hikmawati et al, 2021b).…”