Developing elementary school students’ scientific literacy through the integration of ethnopedagogy

Abstract

This paper describes a study aimed at developing students' scientific literacy through the integration of ethnopedagogy with science education. The study involved 70 5th grade, elementary students, from Bangka, Indonesia. The ethnopedagogical approach used a 5-steps teaching method consisting of self-identification, content integration, collaboration, dialogue, and reflection. In the content integration step, the cultural practices of Aruk Beras, from Bangka, were addressed as were traditions from Papua (Tradisi Bakar Batu), from Sumatera (Menginap di Siberut), and Rote (Nusa Lontar). The qualitative research approached used data collected from observations, a reflective journal, and scientific literacy tests using judgment levels of very good, good, fair, poor, and very poor. The instruments test was developed from scientific literacy indicators PISA 2012. Scientific literacy consisted of content knowledge, scientific competence, scientific context, and attitude. Results indicate that students can develop a conceptual understanding of science concepts related to energy transfer, however, they are challenged by providing scientific reasoning to the phenomenon in everyday lives. The project required students to use a variety of materials to cover a jar filled with hot water to retain the heat of the water. As students in the study were used to learning through memorizing facts, their critical thinking was challenged. They found making connections between science and their everyday lives difficult. This project was implemented from Aruk Beras, the culture of Bangka. They learned scientific concepts through cultural practices which they found interesting and meaningful as learning experiences. The scientific literacy test results show that 14.28% of students reached a very good level, 26.19% reached good levels, 33.33 % of students reached fair levels, 21.42% of students reached poor levels, and 4.76% of students reached a very poor standard. The challenges faced during this study were time management, student involvement, and the relevancy of the scientific concepts to Bangka culture. However, the integration of an ethnopedogical approach to science learning helps develop students' scientific literacy skills. By participating in this research students gained new experiences in learning science that was integrated with their culture, revealing the importance of science in daily activities. Learning through ethnopedagogy can present meaningful learning for students because they not only learn the concepts of science but also learn how they are implemented in their culture.