From Culture to Concept: Deep Learning Approaches to Science Literacy through Baduy Local Knowledge in Banten High Schools
DOI:
https://doi.org/10.64421/ijels.v1i1.3Keywords:
Scientific literacy, Deep learning, Culturally responsive pedagogy, Indigenous knowledge, Baduy, Science education, Environmental ethics, Contextual learningAbstract
This study explores the integration of Baduy Indigenous knowledge into high school science learning in Banten, Indonesia, using a deep learning approach. Grounded in qualitative case study methodology, data were collected through classroom observations, student reflections, interviews, and teaching materials. The findings reveal that contextualizing scientific concepts through Baduy ecological wisdom—such as chemical-free farming and forest conservation—enhanced students’ conceptual understanding, engagement, and cultural identity. Students demonstrated deep learning indicators, including critical thinking, systems thinking, and knowledge transfer, especially when engaging with science through culturally embedded narratives. The presence of a Baduy community member in the classroom further validated cultural interpretations and strengthened socially mediated learning. This research shows that Indigenous knowledge, when used as a pedagogical core rather than supplementary content, can foster meaningful, ethical, and place-based science education. It highlights the importance of culturally responsive pedagogy in promoting scientific literacy and identity affirmation in underrepresented communities.
References
Aikenhead, G. S., & Michell, H. (2018). Bridging cultures: Indigenous and scientific ways of knowing nature. Pearson Canada.
Almulla, M. A. (2020). The effectiveness of the flipped classroom on students’ learning achievement and academic satisfaction. International Journal of Instruction, 13(2), 769–782. https://doi.org/10.29333/iji.2020.13252a
Bang, M., & Marin, A. (2019). Nature-culture constructs in science learning: Human-nature agency and relational epistemologies. Cultural Studies of Science Education, 14(1), 103–112. https://doi.org/10.1007/s11422-018-9871-7
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Carter, L., Cooper, R., & Wabano, M. J. (2020). Learning from the land: Incorporating Indigenous perspectives in environmental science education. Environmental Education Research, 26(1), 92–108. https://doi.org/10.1080/13504622.2019.1707512
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
Denzin, N. K. (2012). Triangulation 2.0. Journal of Mixed Methods Research, 6(2), 80–88. https://doi.org/10.1177/1558689812437186
Fullan, M., Quinn, J., & McEachen, J. (2018). Deep learning: Engage the world, change the world. Corwin Press.
Hattie, J., & Donoghue, G. (2016). Learning strategies: A synthesis and conceptual model. npj Science of Learning, 1(1), 16013. https://doi.org/10.1038/npjscilearn.2016.13
Järvelä, S., Järvenoja, H., Malmberg, J., & Hadwin, A. F. (2021). Exploring socially shared regulation in the context of collaborative learning: Progress of research and future directions. Computers in Human Behavior, 117, 106625. https://doi.org/10.1016/j.chb.2020.106625
Kemendikbudristek. (2020). PISA 2018: Hasil utama literasi siswa Indonesia. Pusat Asesmen dan Pembelajaran.
Lee, O. (2020). Culturally responsive science education: Equitable teaching practices for Indigenous and minoritized students. Journal of Research in Science Teaching, 57(3), 259–266. https://doi.org/10.1002/tea.21593
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.
Nasir, M., Fatmawati, D., & Suherman, U. (2022). Integrating Sundanese local wisdom in science education to improve students’ environmental literacy. Journal of Physics: Conference Series, 2165, 012016. https://doi.org/10.1088/1742-6596/2165/1/012016
Nugraha, R. A., & Hidayati, L. (2023). Kontekstualisasi pembelajaran IPA melalui budaya lokal: Studi kasus di sekolah berbasis komunitas adat. Jurnal Pendidikan Sains Indonesia, 11(1), 55–63. https://doi.org/10.24815/jpsi.v11i1.27231
OECD. (2018). PISA 2018 results: What students know and can do – Volume I. OECD Publishing. https://doi.org/10.1787/5f07c754-en
Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Sage Publications.
Pratiwi, S. A., & Kurniasih, D. (2021). The use of local wisdom-based learning in promoting students’ awareness on environmental issues. Journal of Environmental Science and Sustainable Development, 4(1), 30–38. https://doi.org/10.7454/jessd.v4i1.1053
Rahmawati, Y., Ridwan, A., & Saud, U. S. (2021). Culturally responsive chemistry education through ethnoscience approach: A case study in Indonesia. Journal of Science Learning, 4(3), 256–265. https://doi.org/10.17509/jsl.v4i3.32472
Ritchie, J., Williams, L., & Rau, C. (2021). Indigenous knowledge and science education: Māori perspectives in New Zealand early childhood contexts. International Journal of Early Years Education, 29(1), 1–15. https://doi.org/10.1080/09669760.2020.1759391
Scott, P. (2022). Deep learning in science education: A conceptual framework for analysis. International Journal of Science Education, 44(5), 729–746. https://doi.org/10.1080/09500693.2022.2030857
Snively, G., & Williams, L. (2022). Knowing home: Braiding Indigenous science with Western science (Vol. 2). University of Victoria.
Tan, A.-L., & Caleon, I. S. (2022). Toward meaningful learning in science: Lessons from practice and research in Asia. Asia-Pacific Science Education, 8(1), 1–14. https://doi.org/10.1186/s41029-022-00074-w
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yamin, M., Lestari, P., & Widodo, A. (2022). Students’ science learning experiences using traditional ecological knowledge: A qualitative study in coastal communities. International Journal of Environmental and Science Education, 17(2), 1–15.
Yore, L. D., Anderson, C. W., & Wang, J. (2021). Scientific literacy for a sustainable future: A revised framework for science education. Science Education International, 32(1), 3–12.
Zhou, M., Wang, T., & Wang, Y. (2019). Efficacy of deep learning pedagogy in improving science academic achievement in middle schools. British Journal of Educational Technology, 50(6), 3246–3261. https://doi.org/10.1111/bjet.12833
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Lukman Nulhakim
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
:
