Introduction: why link Indigenous ways of knowing with the teaching of environmental studies and sciences?

Rich, Nancy Leigh

doi:10.1007/s13412-012-0098-4

Cited by 11 publications

(7 citation statements)

References 14 publications

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“…Materi yang abstrak membutuhkan kemampuan berpikir kreatif untuk dapat memahami. Materi abstrak dapat dipresentasikan atau dijabarkan menggunakan local wisdom suatu daerah dan bisa lebih mudah dipahami (Rich, 2012).…”

Section: Pendahuluanunclassified

Pengaruh penggunaan web module fisika berbasis NTT's local wisdom terhadap kemampuan berpikir kreatif

Ahmad¹,

Arkiang²

2021

JONED

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Penelitian telah dilakukan untuk mengetahui keefektifan menggunakan modul web fisika berbasis local wisdom Nusa Tenggara Timur dalam peningkatan kemampuan berpikir kreatif pada siswa kelas X SMAN 3 Kota Kupang. Penelitian ini adalah penelitian eksperimental semu dengan pre-test post-test. Populasi dalam penelitian ini adalah siswa kelas X kepeminatan IPA SMA Negeri 3 Kupang yang berjumlah 13 kelas, sampel dari penelitian ini digunakan 2 buah kelas yaitu X MIPA 5 dan X MIPA 7, di mana siswa kelas X MIPA 5 yang terdiri dari 31 siswa sebagai kelas eksperimen dan siswa kelas X MIPA 7 yang terdiri dari 34 siswa sebagai kelas kontrol. Teknik pengumpulan data dalam penelitian ini dengan menggunakan soal pre test dan post test kemampuan berpikir siswa X MIPA pada materi Usaha dan Energi. Teknik analisis data yang digunakan adalah analisis data dengan N Gain dan analisis efek size. Hasil penelitian menunjukkan bahwa modul web berbasis local wisdom Nusa Tenggara Timur efektif sebagai sarana meningkatkan kemampuan berpikir kreatif. Efektivitas penggunaan modul web dapat dilihat dari analisis N gain kemampuan berpikir kreatif yang menunujukan nilai 0,62 untuk kelas eksperimen dan 0,39 untuk kelas kontrol. Sedangkan nilai efek size menunjukan nilai f = 0,40. The research has been done to find out the effectiveness of using web module with East Nusa Tenggara local wisdom on the improvement of thinking ability of creative in student of SMA Negeri 3 kupang. This research was a Quasi-experimental research with pre-test post-test the equivalent control group, The population in this study were students of class X with interest in science at SMA Negeri 3 Kupang, totaling 13 classes and the sample of this study used 2 classes, namely X MIPA 5 and X MIPA 7, where students in class X MIPA 5 consisted of 31 students as the experimental class and students of class X MIPA 7 which consisted of 34 students as the control class. The data collection technique in this study was using pre-test and post-test questions about creative thinking for students' X MIPA on the subject of Usaha dan Energi (Effort and Energy). Data analysis techniques used are data analysis with N Gain and effect size analysis. The results showed that the web module with image representation and mathematically effective as a means of increasing the ability of creative thinking and conceptual understanding The effectiveness of web module use can be seen from the analysis of N gain ability of creative thinking and understanding of student concept and effect size analysis where the value of N gain ability of creative thinking of experimental class in a row is 0.62 whereas for control class N Gain is 0.39 effect size analysis with value f = 0.40 for the ability of creative thinking.

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Section: Pendahuluanunclassified

Pengaruh penggunaan web module fisika berbasis NTT's local wisdom terhadap kemampuan berpikir kreatif

Ahmad¹,

Arkiang²

2021

JONED

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“…It is cumulative and evolving knowledge, based on experience. It privileges the community to validate it over many generations based on using the knowledge (Ogunniyi, 2013), together with aspects of spirituality and philosophy (Rich, 2012). This all-encompassing definition of IK presents both ontological and epistemological propositions about its nature.…”

Section: Epistemological Differences Between Ik and Sciencementioning

confidence: 99%

A Truth-Based Epistemological Framework for Supporting Teachers in Integrating Indigenous Knowledge into Science Teaching

Zinyeka

Onwu

Braun

2016

African Journal of Research in Mathematics, Science and Technol

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Integrating indigenous knowledge (IK) into school science teaching is one way of maximising the sociocultural relevance of science education for enhanced learners' performance. The epistemological differences however between the nature of science (NOS) and nature of indigenous knowledge (NOIK) constitute a major challenge for an inclusive IK-science curriculum integration. This article is about the application of a truth-based epistemological framework designed to support teachers to make decisions on how specific pieces of indigenous knowledge (local traditional practices and technologies) may be included in science lessons. First, an attempt was made to develop a truth-based epistemological framework for identifying epistemology(ies) of indigenous knowledge and practices. Second a group of science teachers used the truth-based epistemological framework to examine ways in which some specified IK practices that comprised a coherent set of knowledge themes on health, agriculture and technology could be integrated into the school science curriculum in a valid and legitimate way. The IK practices used in the study were systematically identified and documented by means of personal observations and interviews of key informants in a rural community in Zimbabwe. The main findings of the study showed that the truth-based epistemological framework was useful in providing an epistemological basis for including some IK practices in science teaching and learning. As a tool for pedagogy the framework enabled the science teachers to reconsider and change their valuing of Indigenous knowledge Systems (IKS), more specifically in ways in which local knowledge can validly be incorporated into school science teaching.

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“…, 2011 ; Mack et al. , 2012 ; Rich, 2012 ; Acton et al. , 2017 ; Fonua, 2018 ; Zidny and Eilks, 2018 ; Zidny et al.…”

Section: Introductionunclassified

“…Thus, TEK is being increasingly sought after by academics, scientists, and policy makers as the inherent value it possesses in the fields of ecosystem management, conservation biology, climate change, wildlife sustainability, and ecological restoration is recognized ( Kimmerer, 2002 ; Schmidt and Stricker, 2010 ; Kidman et al. , 2011 ; Rich, 2012 ; Nalau et al. , 2018 ; Robinson et al.…”

Section: Introductionmentioning

confidence: 99%

An Instructor’s Guide to Including Traditional Ecological Knowledge in the Undergraduate Biology Classroom

Greenall

Bailey

2022

LSE

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Introduction: why link Indigenous ways of knowing with the teaching of environmental studies and sciences?

Cited by 11 publications

References 14 publications

Pengaruh penggunaan web module fisika berbasis NTT's local wisdom terhadap kemampuan berpikir kreatif

Pengaruh penggunaan web module fisika berbasis NTT's local wisdom terhadap kemampuan berpikir kreatif

A Truth-Based Epistemological Framework for Supporting Teachers in Integrating Indigenous Knowledge into Science Teaching

An Instructor’s Guide to Including Traditional Ecological Knowledge in the Undergraduate Biology Classroom

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