Packaging science and local wisdom in digital devices for primary school students: Challenges and obstacles

Abstract

Today the use of digital media in science learning has become a demand and necessity, not least in the elementary school level. However, the use of digital devices as a medium of instruction in primary schools should have positive impacts and surplus value, one of them reviving and maintaining local wisdom. This paper aims to present of outlining the challenges and obstacles to pack science learning and local wisdom in digital devices. The research method is qualitative descriptive through stages of elementary school curriculum analysis, local wisdom value analysis and Focus Group Discussion (FGD) to find the packaging formula both in science learning. The results show that local wisdom values of a region can integrate into relevant science learning. Appropriate techniques are required in packing the learning design in digital devices by considering the competence factor to be built, the adequacy of the content, the value of local wisdom and the ease of the media to be accessed.

Mengukur Efektivitas Pelatihan Implementasi Pembelajaran STEAM- Loose Parts pada Guru PAUD

“…Selain itu, media loose parts cukup efektif membantu guru dalam memberikan materi kepada anak dan dapat mempermudah orang tua dalam mendampingi anak-anak belajar (Siskawati, 2021). Tantangan berikutnya adalah bagaimana mengemas pembelajaran dengan media loose parts dalam platform digital (Nasrudin et al, 2019). Melalui platform digital, materi yang sulit seperti fisika akan sangat mudah diberikan kepada anak usia dini (Nasrudin et al, 2021).…”

Estrategias didácticas y tecnología utilizada en la enseñanza de las ciencias. Una revisión sistemática

“…Los profesores utilizan experimentos científicos dentro del salón de clases como la principal herramienta para favorecer la enseñanza de las ciencias, atendiendo problemas o necesidades que se presentan en el camino. Bien puede ser para ayudar en la explicación de algunos fenómenos de la naturaleza (Palacios-Díaz, 2017), proveer alternativas prácticas, divertidas y de tipo maker o "manos a la obra" tanto para los maestros como para los alumnos (Boyle et al, 2017;Chamrat, 2019;Irwansyah et al, 2019), logrando que, aún a falta de instalaciones convencionales de laboratorio, los jóvenes se perciban como jóvenes científicos (Boyle et al, 2017) logrando mejorar su comprensión de la ciencia (Schiefer et al, 2017). La implementación de actividades científicas lúdicas en el aula permite incrementar el interés de los alumnos y motiva a los maestros a aplicar el concepto de aprendizaje con ciencia divertida (Irwansyah et al, 2019) favoreciendo que, a través del juego, emerjan, con transparencia, las grandes ideas de hacer ciencia (Peppler et al, 2019).…”

Strengthening Environmental Care Attitudes Through Social Wisdom-Based Social Studies Learning

“…Local wisdom can provide answers to settlement environmental problems, which will affect people's mindsets and attitudes towards the environment. This matter is simple steps that state the relationship between human attitudes and mindsets with their awareness to play an active role in the preservation and maintain the existence of the environment [18][19].…”

“…At present challenges related to environmental issues require efforts to provide understanding to the community regarding environmental management. On that basis, the existence of local wisdom in society must continue to be known even understood by future generations [19][20]. The education channel can be used as a means to maintain local wisdom so that it continues to grow and develop in the community.…”

“…Integrating local wisdom values must also pay attention to relevant subjects, so that appropriate technique are needed in packaging learning. Learning design that is built must pay attention to the suitability of the content, the value of local wisdom and the media to convey to students in learning [19]. Learning that utilizes local wisdom as part of the material contained in a subject will also influence the environmental literacy of students.…”