Teacher Experience of Ethnoscience: Local Wisdom in Independent Curriculum Implementation

Authors

Yeni Widiyawati , Dwi Septiana Sari , Ina Sholihah Widiati

DOI:

10.29303/jppipa.v9i12.5748

Published:

2023-12-20

Issue:

Vol. 9 No. 12 (2023): December

Keywords:

Ethnoscience, Independent curriculum, Indigenous knowledge, Local wisdom

Research Articles

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Widiyawati, Y., Sari, D. S. ., & Widiati, I. S. . (2023). Teacher Experience of Ethnoscience: Local Wisdom in Independent Curriculum Implementation. Jurnal Penelitian Pendidikan IPA, 9(12), 11231–11241. https://doi.org/10.29303/jppipa.v9i12.5748
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Abstract

It is expected of teachers to be able to design and manage the instruction effectively. Learning will become meaningful if local wisdom and indigenous knowledge are presented in the science classes in accordance with the current curriculum through ethnoscience. This research was to explore the science teacher experiences about ethnoscience implementation in independent curriculum framework at junior high school level. This research uses a qualitative method known as phenomenology to explore participants' experiences. Four science teachers were involved as participants in this research through in-depth interviews and questionnaires. Science teacher experiences in designing and manage ethnoscience learning according to the independent curriculum is the primary data which is analysed with ATLAS.ti software. The connection between four themes, i.e. differentiated instruction, Pancasila student profile, local wisdom and contextual teaching and learning is the main finding in this research. Science teachers have carried out these key themes not only in the preparation but also in the process in order of gaining mastery earning.

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Author Biographies

Yeni Widiyawati, Science Education Study Program, Faculty of Science and Tecnology, Ivet University, Semarang, Indonesia

Dwi Septiana Sari, Ivet University, Semarang

Ina Sholihah Widiati, STMIK AMIKOM Surakarta

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