The prospective ethnopedagogy-integrated STEM learning approach: science teacher perceptions and experiences

Abstract

Regarding the 4.0 industrial revolution, the STEM dimension is very important. Separately, the facts related to the development of ethnoscience in Indonesia are also very closely related to the student learning environment. STEM can play a role as an ‘engaging tools’ in local wisdom-based learning. However, there is no ‘something’ to integrate these dimensions. In this case, this study is focused on developing a preliminary form of product. We design the working framework of ethno-pedagogy-integrated STEM learning approach based on science teacher perception and experience. This study was carried out using a mixed method with a survey and analysis document on science teacher learning tools. The survey results showed that the teacher had utilized several ethno potentials that have developed in the community. The results of the document analysis have resulted in the finding that most teachers did not have a pattern yet for applying STEM learning that was related to local wisdom in their society. The ethnoscience facts that existed in the community from the survey results that had a big local potential to be integrated into STEM learning, for example, could be seen from the many traditional buildings and dances (Physics) and traditional food (Bio-Chemistry).