Open AccessEthnoscience-based science learning in elementary schools
Author(s) -
Suryanti Suryanti,
Binar Kurnia Prahanı,
Wahono Widodo,
M Mintohari,
Farida Istianah,
J Julianto,
Yoyok Yermiandhoko
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1987/1/012055
Subject(s) - conceptualization , transformative learning , science learning , perspective (graphical) , mathematics education , natural (archaeology) , dance , metropolitan area , sociology , learning sciences , pedagogy , science education , psychology , computer science , experiential learning , geography , artificial intelligence , visual arts , art , archaeology
Indonesia is rich in cultures encompassing the understanding of various values that must be learned by students. Learning based on a cultural perspective relating to natural phenomena in life is called ethnoscience. Surabaya as a metropolitan city has various cultures including Remo dance, batik, rujak cingur, lontong balap, fish preservation, and semanggi. There are many scientific concepts that can be explored through these cultures. This study aimed to explore scientific concepts through these cultures in elementary schools. This study used descriptive research design with transformative, verification, and knowledge conceptualization stages. Results showed that many scientific concepts extracted from ethnoscience, for instance in rujak cingur, were related to the concepts of friction force, healthy food, and physical and chemical changes. With ethnoscience-based science learning, students are expected to learn happily and master the science concepts easily.