Integration of ethnoscience in problem-based learning to improve contextuality and meaning of biology learning

Alfi Suciyati,Paidi Paidi,I Gusti Putu Suryadarma

doi:10.21009/biosferjpb.18424

Abstract

Meaningful learning can be carried out by adapting learning to local culture and traditions. Ethnoscience is a set of knowledge identified in a community and can be used as the learning base to create contextual and meaningful learning for students. This study aims to find more information about ethnoscience-based biology learning. The research method used was a literature study. The literature used mainly discusses ethnoscience, ethnoscience learning, and learning methods. The instrument used in this study was a summary table of all related articles, following the summary table made by Cronin et al. (2008). This research produces a new conceptual framework which is a synergy between ethnoscience and problem-based learning. This research also generates six procedures for designing ethnoscience-based learning and five steps to integrate ethnoscience into Problem-based Learning. The integration of ethnoscience in problem-based learning can increase the contextuality and meaning of biology learning and can be applied to maintain local culture. This study recommends the use of procedures resulted from this study to design ethnoscience-based learning and integrate ethnoscience learning into Problem-Based Learning.

Highlights

The results of the synthesis are divided into four discussion sections, namely; Ethnoscience, Ethnoscience in Learning, How to Design Ethnoscience-based Learning, and Integrating Ethnoscience in the Model of Problembased Learning (PBL) in Biology Learning
There are three main findings from this study; 1) the new conceptual frame work wich is a synergy between ethnoscience and Problem-based Learning (PBL) to improve contextuality and meaning in biology learning, 2)steps in compiling ethnoscience-based learning, and 3)steps to integrate ethnoscience into PBL and how is it applied in biology learning
This research generates six procedures for designing ethnoscience-based learning which are: 1) Indigenous Knowledge (IK) inventory, 2) Learning material selection, 3) IK integration and conceptual network designing, 4) IK or ethnoscience conversion into scientific knowledge, 5) Learning book or learning materials development based on the concept, practice, and indigenous product, and 6) Ethnoscience integration into the learning model

Summary

Introduction

Uniqueness nurtured by each region will create distinctiveness in both cultures and traditions of a community. Each ethnicity develops in accordance with local uniqueness and the availability of natural and cultural resources (Suryadarma, 2017). Local uniqueness will affect how a community fulfills its basic needs. Education has a role that is embedding knowledge and practical experiences in a scientific process, navigating learning processes culturally.The field of biology is well suited for this purpose.Research on the role of biology in various indigenous activities based on local wisdom has been widely researched, for example, the use of plants for traditional ceremonies, the use of plants as herbal medicine, and other studies (Haryadi, et al, 2019)

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Conclusion