The Developing STEM-Ethnoscience-Based IPAS Learning through Gendang Loke Nggerang to Improve Elementary Students’ Scientific Literacy

Yuliana Wahyu; Zephisius Rudiyanto Eso Ntelok

doi:10.33394/j-ps.v14i4.21187

Authors

Yuliana Wahyu Universitas Katolik Indonesia Santu Paulus Ruteng
Zephisius Rudiyanto Eso Ntelok Universitas Katolik Indonesia Santu Paulus Ruteng

DOI:

https://doi.org/10.33394/j-ps.v14i4.21187

Keywords:

STEM-ethnoscience, IPAS learning, Gendang Loke Nggerang, Scientific literacy, Indigenous knowledge

Abstract

Integrating indigenous cultural knowledge into science education offers opportunities to develop scientific literacy through culturally meaningful learning experiences. This study aimed to develop and evaluate STEM-ethnoscience-based IPAS learning tools incorporating Gendang Loke Nggerang, a traditional Manggarai drum, as a contextual resource for teaching sound and its properties. An exploratory sequential mixed-methods design was employed, combining ethnoscience exploration, instructional product development, expert validation, preliminary trials, and quasi-experimental effectiveness testing. Qualitative data were collected through observations, interviews with five customary elders, and cultural documentation. These findings informed the development of teaching modules, learning materials, instructional videos, student worksheets, and scientific literacy assessments. The learning tools underwent expert validation and preliminary testing before implementation in a nonequivalent pretest-posttest control group design involving 343 fifth-grade students (experimental: n = 174; control: n = 169) in Manggarai Regency. Scientific literacy was examined across four dimensions: scientific context, knowledge, competence, and attitude. Expert validation supported the validity of the developed learning tools, while the experimental group demonstrated higher scientific literacy outcomes than the conventional learning group. Statistical analysis revealed a significant between-group difference (F = 11.891, p = .001), with a mean difference of 2.314 and a modest effect size (Es = 0.32). These findings suggest that integrating Gendang Loke Nggerang into STEM-ethnoscience-based IPAS learning can support elementary students’ scientific literacy while providing an educational pathway for preserving and revitalizing Manggarai cultural knowledge.

References

Adam, U. A., Onowugbeda, F. U., Islami, N., & Ogolo, K. G. (2024). Testing the potency of ethnoscience instruction on biology students’ critical thinking ability. The Journal of Educational Research, 117(4), 218–227. https://doi.org/10.1080/00220671.2024.2373464

Afriana, J., Permanasari, A., & Fitriani, A. (2016). Penerapan project based learning terintegrasi STEM untuk meningkatkan literasi sains siswa ditinjau dari gender. Jurnal Inovasi Pendidikan IPA, 2(2), 202–212. https://doi.org/10.21831/jipi.v2i2.8561

Aikenhead, G. S., & Jegede, O. J. (1999). Cross-cultural science education: A cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching, 36(3), 269–287. https://doi.org/10.1002/(SICI)1098-2736(199903)36:3<269::AID-TEA3>3.0.CO;2-T

Babalola, E. O., & Keku, E. (2024). Ethno-STEM integrated project-based learning to improve students’ creative thinking skills. International Journal of Ethnoscience and Technology in Education, 1(2), 116. https://doi.org/10.33394/ijete.v1i2.11308

Badan Standar, Kurikulum, dan Asesmen Pendidikan. (2024). Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan Nomor 032/H/KR/2024 tentang capaian pembelajaran pada pendidikan anak usia dini, jenjang pendidikan dasar, dan jenjang pendidikan menengah pada Kurikulum Merdeka. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Bennett, J., Lubben, F., & Hogarth, S. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 91(3), 347–370. https://doi.org/10.1002/sce.20186

Brown, J. C., & Crippen, K. J. (2017). The knowledge and practices of high school science teachers in pursuit of cultural responsiveness. Science Education, 101(1), 99–133. https://doi.org/10.1002/sce.21250

Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Dede, H. (2022). Evaluation of STEM SOS model: Pre-service science teachers’ opinions. International Journal of Progressive Education, 18(3), 44–56. https://doi.org/10.29329/ijpe.2022.439.4

Eymur, G., & Çetin, P. S. (2024). Investigating the role of an inquiry-based science lab on students’ scientific literacy. Instructional Science, 52, 743–760. https://doi.org/10.1007/s11251-024-09672-w

Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300–329. https://doi.org/10.3102/0034654312457206

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press. https://doi.org/10.65528/9780807776704

Halawa, S., Lin, T.-C., & Hsu, Y.-S. (2024). Exploring instructional design in K-12 STEM education: A systematic literature review. International Journal of STEM Education, 11, Article 43. https://doi.org/10.1186/s40594-024-00503-5

Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067

Jihannita, J., Fadly, W., Ekapti, R. F., Luthfiana, D., & Widowati, A. (2024). The development of science module integrated with ethnoscience of Singo Barong mask to improve scientific literacy and cultural preservation attitudes. Journal of Innovation in Educational and Cultural Research, 5(2), 356–363. https://doi.org/10.46843/jiecr.v5i2.790

Jufrida, J., Basuki, F. R., Kurniawan, W., Pangestu, M. D., & Fitaloka, O. (2019). Scientific literacy and science learning achievement at junior high school. International Journal of Evaluation and Research in Education, 8(4), 630–636. https://doi.org/10.11591/ijere.v8i4.20312

Kang, J. (2022). Interrelationship between inquiry-based learning and instructional quality in predicting science literacy. Research in Science Education, 52, 339–355. https://doi.org/10.1007/s11165-020-09946-6

Karaşah Çakıcı, Ş., Kol, Ö., & Yaman, S. (2021). The effects of STEM education on students’ academic achievement in science courses: A meta-analysis. Journal of Theoretical Educational Sciences, 14(2), 264–290. https://doi.org/10.30831/akukeg.810989

Khery, Y., Hakim, A., Rokhmat, J., & Sukarso, A. (2025). Effectiveness of ethnoscience oriented project to improve students performance. Multidisciplinary Science Journal, 7(8), Article 2025417. https://doi.org/10.31893/multiscience.2025417

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465

Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. the remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751

Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681–718. https://doi.org/10.3102/0034654315627366

Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6, Article 2. https://doi.org/10.1186/s40594-018-0151-2

Martawijaya, M. A., Rahmadhanningsih, S., Swandi, A., Hasyim, M., & Sujiono, E. H. (2023). The effect of applying the ethno-STEM-project-based learning model on students’ higher-order thinking skill and misconception of physics topics related to Lake Tempe, Indonesia. Jurnal Pendidikan IPA Indonesia, 12(1), 1–13. https://doi.org/10.15294/jpii.v12i1.38703

Meyer, X., & Crawford, B. A. (2011). Teaching science as a cultural way of knowing: Merging authentic inquiry, nature of science, and multicultural strategies. Cultural Studies of Science Education, 6, 525–547. https://doi.org/10.1007/s11422-011-9318-6

OECD. (2023). PISA 2022 results (Volume II): Learning during and from disruption. OECD Publishing. https://doi.org/10.1787/a97db61c-en

Oliver, M., McConney, A., & Woods-McConney, A. (2021). The efficacy of inquiry-based instruction in science: A comparative analysis of six countries using PISA 2015. Research in Science Education, 51(Suppl. 2), 595–616. https://doi.org/10.1007/s11165-019-09901-0

Photo, P., & McKnight, M. (2024). Investigating indigenous knowledge awareness among South African science teachers for developing a guideline. Curriculum Perspectives, 44, 61–71. https://doi.org/10.1007/s41297-023-00224-9

Pradipto, E., & Tristanto, K. (2021). Ketahanan sistem struktur bangunan terhadap angin studi kasus: Mbaru Niang di Desa Wae Rebo, Kabupaten Manggarai, NTT. Jurnal Arsitektur Pendapa, 4(1), 1–7. https://doi.org/10.37631/pendapa.v4i1.276

Safutri, Anfa, Q., & Sajidah, H. B. N. (2024). Studi literatur: Urgensi pembelajaran IPA berbasis kearifan lokal pada fase D. Jurnal Pendidikan IPA dan Keilmuan, 4(1), 31–38.

Sahin, A. (Ed.). (2015). A practice-based model of STEM teaching: STEM students on the stage (SOS). Sense Publishers. https://doi.org/10.1007/978-94-6300-019-2

Sangkak, A., & Ikmal, N. M. (2022). Strategi pengembangan objek wisata Kampung Waerebo Kecamatan Satar Mese Barat Kabupaten Manggarai Nusa Tenggara Timur. JISP (Jurnal Inovasi Sektor Publik), 2(2), 22–33. https://doi.org/10.38156/jisp.v2i2.139

Sedlacek, Q. C., & Lomelí, K. (2024). Towards authentic purposes for student science writing using culturally relevant pedagogy. Cultural Studies of Science Education, 19, 141–162. https://doi.org/10.1007/s11422-023-10203-1

Sudarmin, Pujiastuti, S. E., Asyhar, R., Prasetya, A. T., Diliarosta, S., & Ariyatun. (2023). Chemistry project-based learning for secondary metabolite course with ethno-STEM approach to improve students’ conservation and entrepreneurial character in the 21st century. Journal of Technology and Science Education, 13(1), 393–409. https://doi.org/10.3926/jotse.1792

Sudarmin, Savitri, E. N., Pujiastuti, R. S. E., Yamtinah, S., Mohd Zaim, H. H., & Ariyatun. (2024). Reconstruction of ethno-STEM integrated project learning models for explanation of scientific knowledge regarding aroma compounds of Indonesian and world herbal teas. Jurnal Pendidikan IPA Indonesia, 13(2), 195–208. https://doi.org/10.15294/jpii.v13i2.4556

van Uum, M. S. J., Peeters, M., & Verhoeff, R. P. (2021). Professionalising primary school teachers in guiding inquiry-based learning. Research in Science Education, 51(Suppl. 1), 81–108. https://doi.org/10.1007/s11165-019-9818-z

Vieira, R. M., & Tenreiro-Vieira, C. (2016). Fostering scientific literacy and critical thinking in elementary science education. International Journal of Science and Mathematics Education, 14(4), 659–680. https://doi.org/10.1007/s10763-014-9605-2

Wahono, B., Lin, P.-L., & Chang, C.-Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education, 7, Article 36. https://doi.org/10.1186/s40594-020-00236-1

Wahyu, Y., Edu, A. L., & Helmon, A. (2023). STEM-based PjBL learning model with Manggaraian indigenous science content to improve science literacy: Is it effective? Jurnal Penelitian Pendidikan IPA, 9(10), 8263–8273. https://doi.org/10.29303/jppipa.v9i10.4963

Wahyu, Y., Suastra, I. W., Sadia, I. W., & Suarni, N. K. (2020). The effectiveness of mobile augmented reality assisted STEM-based learning on scientific literacy and students’ achievement. International Journal of Instruction, 13(3), 343–356. https://doi.org/10.29333/iji.2020.13324a

Zidny, R., Sjöström, J., & Eilks, I. (2020). A multi-perspective reflection on how indigenous knowledge and related ideas can improve science education for sustainability. Science & Education, 29, 145–185. https://doi.org/10.1007/s11191-019-00100-x