Student engagement in science learning through the integration of ethnopedagogy in wastewater treatment project

Abstract

This paper describes a study to engage science students in learning about environmental pollution through the integration of ethnopedology in a wastewater treatment project. The study involved 40 year 7 junior high school students in Jakarta. In developing indigenous knowledge was explored, and cultural practices in dealing with environmental pollution in five region of Jakarta, Bandung, East Java, Central Java, and Banten, were integrated into the study. A qualitative research method used reflective journals, interviews, and a science concept test to gather data. The results show that ethnopedagogy integration in science learning engaged students in understanding their culture and learning identity, and developed their problem solving, critical and creative thinking skills. Conceptual understanding of the science was developed throughout the learning experiences. In addition, students have developed their skills in communication and collaboration through completing the project. Students faced the challenge of shifting their identity from passive to active learners using meaningful and enjoyable learning experiences.