Biological science learning model based on Turgo’s local wisdom on managing biodiversity

Abstract

Abstract. Local wisdom as product of local knowledge has been giving a local context in science development. Local wisdom is important to connect scientific theories and local conditions; hence science could be accessed by common people. Using local wisdom as a model for learning science enables students to build contextual learning, hence learning science becomes more meaningful and becomes more accessible for students in a local community. Based on this consideration, therefore, this research developed a model for learning biology based on Turgo's local wisdom on managing biodiversity. For this purpose, Turgo's biodiversity was mapped, and any local values that are co-existing with the biodiversity were recorded. All of these informations were, then, used as a hypohetical model for developing materials for teaching biology in a senior high school adjacent to Turgo. This research employed a qualitative method. We combined questionnaries, interviews and observation to gather the data. We found that Turgo community has been practicing local wisdom on using traditional plants for many uses, including land management and practicing rituals and traditional ceremonies. There were local values that they embrace which enable them to manage the nature wisely. After being cross-referenced with literature regarding educational philoshophy, educational theories and teachings, and biology curriculum for Indonesia's senior high school, we concluded that Turgo's local wisdom on managing biodiversity can be recommended to be used as learning materials and sources for biological learning in schools.

South Kalimantan Local Wisdom-Based Biology Learning Model

“…Emphasis on local wisdom as indigenous science in learning biology is considered very necessary. Utilization of local wisdom content in learning, besides being able to save the knowledge of local wisdom can also help students in learning biology with real life learning (Anwari et al, 2016;Hadi, 2017;Parmin et al, 2015). In addition, learning with local wisdom can improve students' relationships with surrounding communities and can link local knowledge with modern knowledge (Leksono, 2016).…”

Development of physics comic based on local wisdom: Hopscotch (engklek) game android-assisted to improve mathematical representation ability and creative thinking of high school students

“…The values of local wisdom should be explored again so that it may still exist following the changing of time and remain a characteristic of every region in Indonesia [15]. Local culture used in learning physics can change the rigid view of physics into "science for the future", "science for daily living", and "science for all" [16][17][18]. The traditional game of hopscotch contains the values of problem solving consisting of finding and understanding problems, developing good problem-solving strategies, and exploring solutions [19].…”

Local and scientific knowledge in the school context: characterization and content of published works

“…Communities in which students live may thus be places filled with inspiration, which, if properly approached, will make students critical agents of their own realities [39]. Some positive contributions to the teaching-learning process represented among the recovered works include (1) production of contextual teaching involving the perspective of Science, Technology, Society, and Environment [9]; (2) socially just education, which privileges the reasoning skills of students and encourages them to value their cultures [50,51]; 3teaching-learning process that is active [50,52], questioning, and preparatory for decision making [52]; (4) expansion of learning horizons with student recognition of the information built by cultural groups outside the dominant culture, and the exploration of local issues [13,37,[52][53][54], possibility of learning multiple forms of interpretation of problems and phenomena useful in several situations [39,53]; (5) conservation and perpetuation of local knowledge [8,30,55]; (6) use of the environment as a formal learning tool [39,55,56]; (7) use of local knowledge as a pedagogical, instructional, and communicative instrument for the educator [14]; and (8) reinforcing the sensitivity of teachers and researchers to the specific sociocultural contexts of students [57].…”