The effect of ethnoscience-based physics learning on students' analytical skills in cultural contexts
DOI:
https://doi.org/10.31571/saintek.v13i2.10910Abstract
Ethnoscience-based learning integrates local cultural knowledge into science education, providing students with contextually meaningful learning experiences. This study investigates the effect of ethnoscience-based physics learning on students' analytical skills in cultural contexts. A quasi-experimental design with a non-equivalent control group was employed, involving 72 high school students in West Kalimantan, Indonesia. The experimental group received ethnoscience-based physics instruction incorporating Malay cultural practices and traditional knowledge systems, while the control group received conventional physics instruction. Analytical skills were measured using a validated instrument comprising 25 items aligned with Bloom's taxonomy (analysis level). Results revealed that students in the experimental group demonstrated significantly higher analytical skills compared to the control group (t = 4.87, p < 0.001, d = 1.12). Qualitative analysis of student reflections indicated that cultural contexts enhanced students' motivation to analyze physical phenomena. These findings suggest that ethnoscience-based physics learning is a promising pedagogical approach for developing analytical skills while preserving cultural heritage. Implications for curriculum development and teacher training are discussed.
Downloads
References
Aikenhead, G.S. and Jegede, O.J. (1999), Cross-cultural science education: A cognitive explanation of a cultural phenomenon. J. Res. Sci. Teach., 36: 269-287. https://doi.org/10.1002/(SICI)1098-2736(199903)36:3<269::AID-TEA3>3.0.CO;2-T
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives : abridged edition. Addison Wesley Longman. https://eduq.info/xmlui/handle/11515/18345
Atran, S. (1990). Cognitive foundations of natural history: Towards an anthropology of science. Cambridge University Press
Bang, M., & Medin, D. (n.d.). Cultural processes in science education: Supporting the navigation of multiple epistemologies. https://doi.org/10.1002/sce.20392
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Cobern, W. W., & Loving, C. C. (2001). Defining science in a multicultural world: Implications for science education. Science Education, 85(1), 50-67. https://doi.org/10.1002/1098-237X(200101)85:1<50::AID-SCE5>3.0.CO;2-G
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics: Physics Education Research, 10(2), 020119. https://doi.org/10.1103/PhysRevSTPER.10.020119
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Harding, S. (1998). Is science multicultural? Postcolonialisms, feminisms, and epistemologies. Indiana University Press.
Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141-158. https://doi.org/10.1119/1.2343497
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark. Educational Psychologist, 42(2), 99-107. https://doi.org/10.1080/00461520701263368
Kimmerer, R. W. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge, and the teachings of plants. Milkweed Editions.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. https://doi.org/10.3102/00028312032003465
McKinley, E., & Stewart, G. (2012). Out of place: Indigenous knowledge in the science curriculum. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 541-554). Springer.
Metz, D. (2011). Navigating a sea of tensions: Issues of equity in ethnoscience education. Cultural Studies of Science Education, 6(4), 891-903. https://doi.org/10.1007/s11422-011-9361-8
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475. https://doi.org/10.1006/ceps.1994.1033
Snively, G., & Corsiglia, J. (2001). Discovering indigenous science: Implications for science education. Science Education, 85(1), 6-34. https://doi.org/10.1002/1098-237X(200101)85:1<6::AID-SCE3>3.0.CO;2-R
Sudarmin, S., Febu, R., Nuswowati, M., & Sumarni, W. (2018). Development of ethnoscience approach in the chemistry learning context as a means of growing the scientific literacy of prospective teacher. Journal of Physics: Conference Series, 1006, 012031. https://doi.org/10.1088/1742-6596/1006/1/012031
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
View: 17
Download: 7
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Nurussaniah Nurussaniah, Hendra Sulistiawan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Jurnal Pendidikan Informatika dan Sains Posting Your Article Policy at http://journal.ikippgriptk.ac.id/index.php/saintek/about/submissions#onlineSubmissions
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Copyright
Authors who publish with Jurnal Pendidikan Informatika dan Sains agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
