Development of Integrated Science Modules with Local Wisdom to Improve Environmental Literacy at State Junior High School 46 Jakarta

Bagus Firmansyah; Reza Aditya Maulana

doi:10.70716/josme.v1i4.331

Authors

Bagus Firmansyah Department of Physics Education, State University of Jakarta, Indonesia.
Reza Aditya Maulana Department of Physics Education, State University of Jakarta, Indonesia.

DOI:

https://doi.org/10.70716/josme.v1i4.331

Keywords:

Integrated Science, Local Wisdom, Environmental Literacy, Learning Module, Junior High School

Abstract

This study aims to develop an Integrated Science module based on local wisdom to enhance environmental literacy among students at State Junior High School 46 Jakarta. The development process followed the Research and Development (R&D) design using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Local wisdom elements integrated into the module include traditional environmental practices, local flora and fauna knowledge, and cultural values related to sustainability. The module was tested for validity, practicality, and effectiveness. Expert validation involving material, media, and education specialists confirmed the module's content and construct validity. The practicality test, conducted through teacher and student responses, indicated that the module is user-friendly and engaging. Effectiveness was measured using pretest and posttest scores to evaluate improvements in students' environmental literacy, focusing on awareness, knowledge, attitude, and action components. The results revealed a significant increase in posttest scores, indicating that students who used the module showed improved understanding and positive behavioral changes toward the environment. Additionally, the integration of local wisdom helped students relate science concepts to real-life contexts, enhancing their critical thinking and sense of responsibility toward the environment. This study concludes that the integration of local wisdom in science learning materials is an effective approach to foster environmental literacy in junior high school students.

Downloads

Download data is not yet available.

References

Aikenhead, G. S., & Michell, H. (2021). Bridging cultures: Indigenous and scientific ways of knowing nature. Pearson Education.

Ardoin, N. M., Bowers, A. W., & Gaillard, E. (2020). Environmental education outcomes for conservation: A systematic review. Biological Conservation, 241, 108224. https://doi.org/10.1016/j.biocon.2019.108224

Bang, M., & Marin, A. (2020). Nature–culture relations as situated, place-based, and co-constructed. Human Development, 64(1), 5–26. https://doi.org/10.1159/000510792

Branch, R. M. (2019). Instructional design: The ADDIE approach. Springer.

Cajete, G. (2020). Indigenous science: Natural laws of interdependence. Clear Light Publishers.

Carvalho, A., Marques, B., & Almeida, A. (2021). Developing environmental literacy through education: Systematic literature review. International Journal of Environmental Research and Public Health, 18(15), 7911. https://doi.org/10.3390/ijerph18157911

Chin, C., & Rickards, T. (2021). Using indigenous knowledge in science teaching: Students’ perspectives. Cultural Studies of Science Education, 16, 551–568. https://doi.org/10.1007/s11422-021-10027-1

Damerell, P., Howe, C., & Milner-Gulland, E. J. (2020). Child-orientated environmental education influences adult knowledge and household behavior. Environmental Research Letters, 15(2), 024008. https://doi.org/10.1088/1748-9326/ab5f70

Ernst, J., & Burcak, F. (2019). Young children’s contributions to sustainability: The influence of nature play on environmental attitudes. Environmental Education Research, 25(3), 393–408. https://doi.org/10.1080/13504622.2018.1442419

Heimlich, J. E., & Ardoin, N. M. (2020). Understanding behavior to understand behavior change: A literature review. Environmental Education Research, 26(4), 515–530. https://doi.org/10.1080/13504622.2019.1690975

Iswari, M., Syamsudin, A., & Setiawan, R. (2021). Cultural-based environmental education: A transformative learning for sustainable development. Journal of Cleaner Production, 291, 125244. https://doi.org/10.1016/j.jclepro.2021.125244

Jannah, R., Wahyuni, D., & Fitria, Y. (2023). Empowering local wisdom in science teaching for environmental sustainability. International Journal of Science and Society, 5(1), 45–58. https://doi.org/10.54783/ijsoc.v5i1.752

Jonassen, D. H., & Land, S. M. (2019). Theoretical foundations of learning environments. Routledge.

Kim, K., Park, Y., & Kim, Y. (2022). Effectiveness of culturally relevant teaching on science achievement. Journal of Science Education and Technology, 31(5), 672–687. https://doi.org/10.1007/s10956-022-09950-y

Lindahl, M. G., & Folkesson, A.-M. (2019). Culturally responsive teaching in science education: A Swedish perspective. International Journal of Science Education, 41(7), 942–960. https://doi.org/10.1080/09500693.2019.1578904

Liu, S.-Y., Lin, C.-S., & Tsai, C.-C. (2020). College students’ scientific epistemic beliefs and conceptions of learning science. Journal of Research in Science Teaching, 57(9), 1373–1395. https://doi.org/10.1002/tea.21641

Marpaung, B., Syahputra, R., & Siregar, H. (2023). Local ecological knowledge integration in science curricula: A comparative study. Journal of Environmental Education, 54(2), 101–116. https://doi.org/10.1080/00958964.2023.2177555

McBride, B. B., Brewer, C. A., & Berkowitz, A. R. (2021). Environmental literacy, ecological literacy, and sustainability education in science education. Environmental Education Research, 27(2), 149–167. https://doi.org/10.1080/13504622.2020.1815115

Minner, D. D., Levy, A. J., & Century, J. (2020). Inquiry-based science instruction—what is it and does it matter? Science Education, 104(4), 814–846. https://doi.org/10.1002/sce.21501

Morris, D., Francis, K., & Harris, L. (2021). Teacher professional development for culturally sustaining science education. Teaching and Teacher Education, 101, 103306. https://doi.org/10.1016/j.tate.2021.103306

Padmanabhan, P., & Kalirajan, K. P. (2021). Environmental awareness and school-based education: A study in Southeast Asia. Sustainability, 13(3), 1157. https://doi.org/10.3390/su13031157

Pantiwati, Y., & Wahyuni, D. (2020). Integrating environmental values into science education through local culture. Journal of Education for Sustainable Development, 14(2), 107–121. https://doi.org/10.1177/0973408220925253

Rahmawati, Y., & Ridwan, A. (2021). Embracing local wisdom and indigenous knowledge in science education. Asia-Pacific Science Education, 7, 1–20. https://doi.org/10.1186/s41029-021-00056-3

Reed, J., Thompson, J. L., & Campbell, L. K. (2020). Engaging students through place-based education. Environmental Education Research, 26(6), 834–852. https://doi.org/10.1080/13504622.2020.1752627

Sari, I. P., Widodo, A., & Supriatno, B. (2022). Developing a local context-based science curriculum. Journal of Curriculum Studies, 54(2), 202–219. https://doi.org/10.1080/00220272.2021.2005082

Sibanda, M., & Maposa, R. (2020). Environmental literacy and sustainable development in secondary schools. Journal of Environmental Studies and Sciences, 10(4), 369–382. https://doi.org/10.1007/s13412-020-00610-9

Sims, L., & Falkenberg, T. (2021). Environmental education through Indigenous perspectives. Canadian Journal of Environmental Education, 26, 128–148. https://cjee.lakeheadu.ca

Snyder, J., & Fenner, J. (2020). The ADDIE model: Designing learning for today's learners. Journal of Learning Design and Innovation, 4(2), 35–47.