Indigenous knowledge and its potential for junior high school ethno-STEM learning

Abstract

Indigenous knowledge is concept which is masterd by local people through their observation to the everyday live phenomenon in order to survive. This knowledge oftenly comes in form of integration with the culture of local people. This research is a literature review using integrative review approach. Data collection were conducting using specific criteria sorting. The choosen documents were analysed by making categories in line with the research purpose. The results shows that although indigenous knowledge is not scientificly produced in ancient periods,, it can be traced scientifically in science classroom using STEM based learning approach or ethno-STEM. Teaching using ethno-STEM can be fun for both student and teacher also considerably increase the critical and creative thinking, participation, positive feeling, and enggagement of student’s in science class. This properties are emerged because students learn from somehing that they live with and had experience in. From the previous exposure of the indigenous knowledge and understanding the problem, students can connect each concept and context with their prior knowledge. Since, it has many promising benefit, hard work of preparing the science organization, indigenous knowledge understanding, and propoper resources are highly demanding. Beside that, using indigenous knowledge can also conserve the national culture of Indonesia as mandated in the regulation of Ministry of Education and Culture Republic of Indonesia.