Internalization of Indigenous Knowledge in the Education Curriculum for Next Generation Science Standards (NGSS)

Parmin Parmin, Universitas Negeri Semarang, Indonesia
Eli Trisnowati, Universitas Negeri Semarang, Indonesia

Abstract


Indigenous knowledge in Indonesia is very diverse, but some of it is threatened with extinction due to the impact of modernization on people's lifestyles. This research aims to find new methods of integrating indigenous knowledge into the curriculum for preparing prospective science teachers. The new method is targeted to become a reference for prospective science teacher education providers in Indonesia. The research uses mixed methods to find the impact of integrating indigenous knowledge in the curriculum for preparing prospective science teachers, according to the NGSS. The impact on prospective science teachers' profiles is the ability to integrate indigenous knowledge in preparing NGSS. The research targets were 15 heads of science education study programs from 15 different tertiary institutions and 20 prospective science teachers from three different study periods (one year, two years, and more than three years). The difference between study periods is considered because applying a curriculum integrating indigenous knowledge has only begun in the three classes used in this study. The research results found that the longer the study period, the more prospective teachers have the skills to integrate indigenous knowledge more clearly. The N-Gain test obtained a result of 0.5 (medium), meaning that the existing curriculum on the skills of applying science concepts to prospective science teachers about indigenous knowledge is in the medium category. Systematic integration of the curriculum for preparing prospective science teachers makes NGSS and indigenous knowledge in academic texts, courses, teaching materials, and final projects for graduation requirements.

Keywords


Indigenous knowledge; curriculum; Next Generation Science Standards

Full Text:

PDF

References


Akcay, C., Korkmaz, N.M. & Sayin, B. (2022). An approach for the reconstruction of a traditional masonry-wooden building located in an archaeological area. Part I: Methodology. Herit Sci 10, 34. https://doi.org/10.1186/s40494-022-00668-8.

Aptyka, H., Fiedler, D. & Großschedl, J. (2022). Effects of situated learning and clarification of misconceptions on contextual reasoning about natural selection. Evo Edu Outreach 15, 5. https://doi.org/10.1186/s12052-022-00163-5.

Arcoverde, Â.R.d., Boruchovitch, E., Góes, N.M. et al. (2022). Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors. Psicol. Refl. Crít. 35, 1. https://doi.org/10.1186/s41155-021-00203-x.

Ambrose, M., Murray, L., Handoyo, N.E. et al. (2017). Learning global health: a pilot study of an online collaborative intercultural peer group activity involving medical students in Australia and Indonesia. BMC Med Educ 17, 10. https://doi.org/10.1186/s12909-016-0851-6.

Beltrán Francés, V., Spaan, D., Amici, F. et al. (2022). Effect of Anthropogenic Activities on the Population of Moor Macaques (Macaca maura) in South Sulawesi, Indonesia. Int J Primatol 43, 339–359. https://doi.org/10.1007/s10764-022-00279-x.

Bhattacharya, S., Gandhi, A. (2020). Engaging the Head, Heart and Hand of the Millennial Workforce. Psychol Stud 65, 429–444. https://doi.org/10.1007/s12646-020-00577-5.

Brailovskaia, J., Bierhoff, HW. (2020). The Narcissistic Millennial Generation: A Study of Personality Traits and Online Behavior on Facebook. J Adult Dev 27, 23–35. https://doi.org/10.1007/s10804-018-9321-1.

Cahyaningsih, R., Magos Brehm, J. & Maxted, N. (2021). Setting the priority medicinal plants for conservation in Indonesia. Genet Resour Crop Evol 68, 2019–2050. https://doi.org/10.1007/s10722-021-01115-6.

Cassata, A., Allensworth, E. (2021). Scaling standards-aligned instruction through teacher leadership: methods, supports, and challenges. IJ STEM Ed 8, 39. https://doi.org/10.1186/s40594-021-00297-w.

Christian, K.B., Kelly, A.M. & Bugallo, M.F. (2021). NGSS-based teacher professional development to implement engineering practices in STEM instruction. IJ STEM Ed 8, 21. https://doi.org/10.1186/s40594-021-00284-1.

Daniel, J. (2012). Sampling Essentials: Practical Guidelines for Making Sampling Choices. Singapore: SAGE Publications Asia Pacific, Pte, Ltd.

Daniel, D., Djohan, D., Machairas, I. et al. (2021). Financial, institutional, environmental, technical, and social (FIETS) aspects of water, sanitation, and hygiene conditions in indigenous-rural Indonesia. BMC Public Health 21, 1723. https://doi.org/10.1186/s12889-021-11800-x.

Drew, S.V., Thomas, J. (2018). Secondary Science Teachers' Implementation of CCSS and NGSS Literacy Practices: A Survey Study. Read Writ 31, 267–291. https://doi.org/10.1007/s11145-017-9784-7.

Elliot, A., & Woodward, W. A. (2007). Statistical Analysis Quick References Guidebook: with SPSS Example. London New Delhi: Sage Publications.

Faisal, Martin, S.N. (2019). Science education in Indonesia: past, present, and future. Asia Pac. Sci. Educ. 5, 4 (2019). https://doi.org/10.1186/s41029-019-0032-0.

Hamm, B., Karafa, M., Yu, P.C. et al. (2020). Comparison of Burnout and Empathy Among Millennial and Generation X Residents and Fellows: Associations with Training Level and Race but Not Generation Affiliation. Acad Psychiatry 44, 388–393. https://doi.org/10.1007/s40596-020-01226-9.

Hasan, A.B.P., Suwarni, E. (2012). Policies and Practices for Promoting Multicultural Awareness of Indigenous Early Childhood Education in Indonesia. ICEP 6, 63–94. https://doi.org/10.1007/2288-6729-6-1-63.

Hadiprayitno, I.I. (2015). Behind Transformation: The Right to Food, Agricultural Modernisation and Indigenous Peoples in Papua, Indonesia. Hum Rights Rev 16, 123–141. https://doi.org/10.1007/s12142-015-0353-7.

Kgope, T.V. (2023). The indigenous knowledge system of Credo Mutwa: a pedagogical challenge in higher education in South Africa. Curric Perspect. https://doi.org/10.1007/s41297-023-00182-2.

Looi, K. (2022). Predicting undergraduates' future preferred mode of learning during the closure of institutions of higher learning and its implications. Tert Educ Manag 28, 301–316. https://doi.org/10.1007/s11233-022-09100-z.

Mardatillah, A., Raharja, S.J., Hermanto, B. et al. (2019). Riau Malay food culture in Pekanbaru, Riau Indonesia: commodification, authenticity, and sustainability in a global business era. J. Ethn. Food 6, 3. https://doi.org/10.1186/s42779-019-0005-7.

MacKenzie, A., Bacalja, A., Annamali, D. et al. (2022). Dissolving the Dichotomies Between Online and Campus-Based Teaching: A Collective Response to The Manifesto for Teaching Online (Bayne et al., 2020). Postdigit Sci Educ 4, 271–329. https://doi.org/10.1007/s42438-021-00259-z.

Nugroho, HYSH, van der Veen, A., Skidmore, A.K. et al. (2018). Expansion of traditional land-use and deforestation: a case study of an adat forest in the Kandilo Subwatershed, East Kalimantan, Indonesia. J. For. Res. 29, 495–513. https://doi.org/10.1007/s11676-017-0449-9.

Nugroho, HYSH, Skidmore, A. & Hussin, YA (2022). Verifying Indigenous Based-claims to Forest Rights using Image Interpretation and Spatial Analysis: A Case Study in Gunung Lumut Protection Forest, East Kalimantan, Indonesia. GeoJournal 87, 403–421. https://doi.org/10.1007/s10708-020-10260-x.

Occelli, M., Mantino, A., Ragaglini, G. et al. (2021). Traditional knowledge affects soil management ability of smallholder farmers in marginal areas. Agron. Sustain. Dev. 41, 9. https://doi.org/10.1007/s13593-020-00664-x.

Parmin, P., & Khusniati, M. (2021). The Readiness of Pre-Service Integrated Science Teachers Toward the Next Generation Science Standards. Jurnal Cakrawala Pendidikan, 40(3), 713-724. doi:https://doi.org/10.21831/cp.v40i3.37001.

Rogers, J. (2023). Towards an Indigenous literature review methodology: Aboriginal and Torres Strait Islander boarding school literature. Aust. Educ. Res. https://doi.org/10.1007/s13384-023-00654-4.

Sumarwati, S. (2022). Traditional ecological knowledge on the slope of Mount Lawu, Indonesia: all about non-rice food security. J. Ethn. Food 9, 9. https://doi.org/10.1186/s42779-022-00120-z.

Steele, S., Ruskin, G., Sarcevic, L. et al. (2019). Correction to: Are industry-funded charities promoting "advocacy-led studies" or "evidence-based science"?: a case study of the International Life Sciences Institute. Global Health 15, 61. https://doi.org/10.1186/s12992-019-0512-8.

Tan, C.Y. (2023). Influence of principal leadership across contexts on the science learning of students. Asia Pacific Educ. Rev. https://doi.org/10.1007/s12564-023-09828-2.

Tompson, S. K. (1992). Sampling. New York: John Wiley & Sons, Inc.

Thompson, K., Manshack, L. & Van Schuyver, J. (2022). The Significance of Indigenous Field Education: An Analysis of the Social Workers Advancing Through Grounded Education Program. J. Hum. Rights Soc. Work 7, 211–222. https://doi.org/10.1007/s41134-021-00187-9.

Wibisono, A., Wisesa, H.A., Rahmadhani, Z.P. et al. (2020). Traditional food knowledge of Indonesia: a new high-quality food dataset and automatic recognition system. J Big Data 7, 69. https://doi.org/10.1186/s40537-020-00342-5.

Yesilyurt, E., Deniz, H. & Kaya, E. (2021). Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers. IJ STEM Ed 8, 42. https://doi.org/10.1186/s40594-021-00299-8.

Zidny, R., Sjöström, J. & Eilks, I. (2020). A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability. Sci & Educ 29, 145–185. https://doi.org/10.1007/s11191-019-00100-x.

Zurba, M., Papadopoulos, A. (2023). Indigenous Participation and the Incorporation of Indigenous Knowledge and Perspectives in Global Environmental Governance Forums: a Systematic Review. Environmental Management 72, 84–99. https://doi.org/10.1007/s00267-021-01566-8.




DOI: https://doi.org/10.21831/cp.v43i1.65751

Refbacks

  • There are currently no refbacks.




 

Social Media:

     


 

 Creative Commons License
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at http://journal.uny.ac.id/index.php/cp/index.

Translator
 
 web
analytics
View Our Stats

Flag Counter