The identification of social-culture context vs science context in “Peo Nabe”-Nagekeo for science learning
Yohanes Freadyanus Kasi (a*), Ari Widodo (a), Achmad Samsudin (a), Riandi (a)

(a) Universitas Pendidikan Indonesia, Bandung, Indonesia
*yohaneskasi[at]upi.edu

Abstract

Education for sustainable development (ESD) enables people to develop the knowledge, values, and skills to participate in decisions about the way we do things individually and collectively with the innovative teaching and using topics according to local contexts and priorities. The study aims to identify the social-cultural activities that contradict with science concept and can be integrated into science learning to introduce to students the social-cultural activities on daily life that are not-aligned with science concepts. Using an ethnographic approach we efforts to collect data with observation and interview. Descriptive analysis was used to explain the contexts. The identification results of “Peo Nabe”-Nagekeo social-culture context that contradict with science context can be integrated into science learning included the part of the ritual and tradition, such as (1) the part of ritual “Ndai” or hunting activities is the activity of burning wilderness/forest, and (2) the ritual of “Ngoa Ngii "or cutting teeth for girls in parts of Nagekeo district is a sign of self-maturity. Focus on ESD, science teachers must bring this to class, they must (1) be knowledgeable about the science concept in social-culture activities, (2) using ethnoscience approach for their teaching, and (3) related their student to their observational and exploratory skills on science concept in social-culture activities.

Keywords: Social-culture context, science context, “Peo Nabe”-Nagekeo, science learning

Topic: Learning / Teaching Methodologies and Assessment