Prospective Teachers’ Scientific Literacy through Ethnoscience Learning Integrated with the Indigenous Knowledge of People in the Frontier, Outermost, and Least Developed Regions

Fidia Fibriana,Parmin Parmin

doi:10.30870/jppi.v5i2.6257

Fidia Fibriana, Parmin Parmin

Open Access

https://doi.org/10.30870/jppi.v5i2.6257

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Abstract

The indigenous knowledge in the frontier, outermost, and least developed regions has not been explored thoroughly as an application for Ethnoscience learning. Therefore, this research aimed to explore the indigenous knowledge and its application to measure prospective science teachers’ scientific literacy through Ethnoscience learning. The prospective science teachers joining the Ethnoscience subject were employed as the research samples. A descriptive research method with a qualitative approach was applied for this study. The indigenous knowledge in the frontier, outermost, and least developed regions, i.e., Sumatra, Java, Sulawesi, Kalimantan, and Papua, is a potential learning source for exciting science learning and providing the opportunity for prospective science teachers to develop scientific literacy. Based on the results, 13 students achieved grade A, whereas 14 students got AB, and the other 4 students achieved B. All prospective science teachers were good at analytical thinking, problem-solving, and communicating. They also gained knowledge from the analysis results, which made them master the problem-solving skill. In conclusion, the indigenous knowledge of the frontier, outermost, and least regions integrated with Ethnoscience learning can improve the prospective science teachers’ scientific literacy effectively.

Highlights

Local activities of rural communities living in the frontier, outermost, and least developed regions could be employed as a science learning source
The prospective science teachers joining the Ethnoscience subject were employed as the research samples
A descriptive research method with a qualitative approach was applied for this study

Summary

INTRODUCTION

Local activities of rural communities living in the frontier, outermost, and least developed regions could be employed as a science learning source. Ethnoscience learning integrates the indigenous knowledge of society with science as scientific knowledge, which requires a direct study of community activities. Based on the previous findings as well as the results of the initial study conducted, the objective of this research was to reveal the prospective science teachers’ scientific literacy through ethnoscience learning integrating indigenous knowledge explored from the frontier, outermost, and least developed regions. The analytical thinking skills were result of the local community’s measured through the use of the same test indigenous knowledge in the frontier, questions employed for testing the outermost, and least developed regions, indigenous knowledge.

The data on the students'

Excellent Good Fairly Good Poor Very Poor

Very Poor

Score of Students

Range Number of Category of

Kerangka Landasan untuk

Competence and Knowledge

Western modernism with

Findings

Knowledges as