Abstract
This study aims to analyze the gaps and potential of Jambi local wisdom as a basis for the development of science textbooks. This research was a qualitative descriptive study. The research subjects were students of class VIIIE and VIIIF at SMPN 1 Muaro Jambi, which totaled 43 people and science teachers. This study uses the instruments to observations sheet and questionnaires for students and teachers. Data were analyzed descriptively. The results show that; (1) the science textbooks available at SMPN 1 Muaro Jambi not yet have integrated into Jambi local wisdom and there are no questions about scientific literacy; (2) the results of observations indicate that the supporting facilities in science learning such as laboratories are still lacking, but other facilities such as classrooms and library are quite good; (3) material that can be integrated with Jambi local wisdom including substance pressure, vibrations, waves, sound and optical.
Highlights
Scientific literacy is the ability to understand problems and use scientific knowledge to solve problems in everyday life and draw conclusions based on scientific evidence
The scientific literacy of students in Indonesia is still relatively low. This can be seen from the results of the PISA survey in 2015, scientific literacy of students in Indonesia is ranked 62 out of 70 countries (OECD 2015)
The research result carried out 3 main research points which are used as the basis for developing textbook that based on Jambi local wisdom, namely; (1) analysis of teachers and students’ need (2) analysis of learning support suggestions; and (3) analysis of learning material that is integrated with Jambi local wisdom
Summary
Scientific literacy is the ability to understand problems and use scientific knowledge to solve problems in everyday life and draw conclusions based on scientific evidence. Science literacy is very important for students to be able to analyze and solve problems that are encountered in everyday life. The scientific literacy of students in Indonesia is still relatively low. Scientific literacy aspects are context, content (knowledge), competence, and attitudes toward science (OECD, 2015). Science is the body of knowledge obtained through investigation (scientific process) to explain natural phenomena so that it fosters attitudes and creativity (Carin, Sund 1989; Bundu 2006; Kemendiknas 2011; Chiappetta, Koballa 2010). Science learning in schools is expected to be able to develop students' ability to conduct investigations so as to foster scientific attitudes and creativity in understanding natural phenomena (Ridho, Aminah, & Supriyanto 2018). Science learning will be more meaningful if it is associated with the environment and daily life as well as local wisdom that is around students
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