The Effectiveness of Ethnoscience Learning in Developing Life Skills among Elementary School Students

Abstract

Ethnoscience learning is important for creating science learning that is contextual and meaningful for elementary school students, especially in indigenous communities such as the Suku Anak Dalam. However, teaching materials that integrate local culture into science learning for SAD students are still limited. This study aims to describe the responses and perceptions of teachers and students regarding the implementation of ethnoscience-based learning in supporting the development of life skills of elementary school students. This study uses a mixed methods approach with an explanatory sequential design. The research participants consisted of teachers and elementary school students in Jambi Province at schools selected as the implementation sites for the ethnoscience learning modules developed by the researcher. Data were collected through questionnaires, observations, and interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically to support the quantitative results. The research results show that teachers and students give positive responses to the ethnoscience learning module because it is able to support contextual learning, increase student engagement, facilitate understanding of science concepts, and strengthen awareness of local culture. The ethnoscience learning module is effective in creating meaningful science learning experiences that are relevant to the culture of the Suku Anak Dalam students. This study contributes to the development of teaching materials based on local culture that support culturally responsive science learning for primary education in indigenous communities.