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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal of Elementary and Childhood Education Indonesian Journal of Teacher Education
Salwa Nur Sapiatun Nakjah
University of Mataram
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences Other

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Reconstruction of Physics Concepts from Indigenous Knowledge in the Sasak Arak-Arakan Besunat Tradition Using Praje to Support SDG 4 (Quality Education) Rabiatun Adawiah; Salwa Nur Sapiatun Nakjah; Ni Ketut Anggriani; Surajuddin; Gito Hadiprayitno
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.15102

Abstract

This study aims to reconstruct physics concepts embedded in the Sasak Arak-arakan besunat tradition using praje into formal physics knowledge as a contextual ethnoscience-based learning resource supporting SDG 4 (Quality Education). The study employed a qualitative descriptive method with an ethnographic-ethnoscience approach. Data was collected through interviews, observations and documentation and scientific verification involving traditional leaders, praje craftsmen and parents in East Lombok. The data were analyzed through data reduction, identification of indigenous knowledge, scientific verification and reconstruction into school science concepts. The findings show that the tradition contains several contextual physics concepts, including Newton’s Laws, center of mass and dynamic equilibrium in maintaining praje stability, work and changes in potential and kinetic energy during lifting activities, impulse and momentum in drumstick collisions on gendang beleq, sound resonance in traditional musical instruments and uniform as well as accelerated motion during the procession. These concepts are empirically applied in community practices and can be scientifically reconstructed into formal physics learning concepts. The integration of indigenous knowledge has the potential to enhance students’ conceptual understanding and cultural literacy through contextual learning experiences.
Analysis of Improving Science Process Skills Through the Development of Guided Inquiry-Based E-Modules: A Literature Review Melani Aulia Khatami; Salwa Nur Sapiatun Nakjah
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v7i1.2078

Abstract

The development of technology in education encourages the use of innovative digital learning materials to improve the quality of science learning. This study aims to analyze various research findings regarding the use of guided inquiry-based e-modules in science learning and their impact on students’ science process skills. The method used in this study is a literature review by analyzing several scientific articles relevant to the research topic. These articles were examined to identify research objectives, research methods, and key findings related to the use of e-modules and guided inquiry learning models in science education. The results show that the use of guided inquiry-based e-modules has significant potential to improve student engagement, conceptual understanding, and science process skills. In addition, e-modules present learning materials in a more systematic, attractive, and interactive manner, helping students understand scientific concepts more effectively. Therefore, integrating guided inquiry-based e-modules can be an effective alternative learning strategy to improve the quality of science learning.
The Influence of Science Modules Integrated with Local Wisdom on Enhancing Scientific Literacy: A Systematic Literature Review Salwa Nur Sapiatun Nakjah; Melani Aulia Khatami
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v7i1.2096

Abstract

This study is motivated by the importance of improving students’ scientific literacy through science learning that is contextual and relevant to everyday life. The Merdeka Curriculum emphasizes student-centered learning and the integration of local contexts, making ethnoscience-based science modules a promising alternative. This study aims to analyze the trends and feasibility of using science modules integrated with local wisdom to enhance students’ scientific literacy. The method employed is a qualitative approach using a Systematic Literature Review (SLR), conducted through the stages of identification, selection, and analysis of scientific articles published between 2016 and 2026. Out of 50 identified articles, 15 met the inclusion and exclusion criteria and were selected for further analysis. The findings indicate that ethnoscience-based science modules are consistently considered valid, practical, and effective in improving scientific literacy. This improvement is evidenced by pretest and posttest results with N-Gain scores ranging from moderate to high, as well as positive feedback from students. The integration of local wisdom has been proven to make learning more contextual, enhance conceptual understanding, and develop critical thinking and science process skills. Therefore, ethnoscience-based modules play a strategic role in supporting meaningful science learning.
Science Learning Based On Ethnoscience: Exploring Local Wisdom As A Learning Resource In Elementary School Rabiatun Adawiah; Salwa Nur Sapiatun Nakjah; Fitri Muslihatun
Indonesian Journal of Elementary and Childhood Education Vol. 7 No. 1 (2026): Edisi Maret 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Natural science learning in Elementary School currently faces various challenges, such as teachers’ difficulties in developing ethnosciences-based learning resources. This study aims to identify, evaluate, and synthesize the utilization of local wisdom as a source for science learning at the elementary level using a systematic literature review (SLR) approach. The analysis was conducted on 21 reputable scientific articles from 2016 to 2025 relevant to the theme of ethnoscience. The findings indicate that various forms of local wisdom, including those based on the environment and nature, food processing and traditional products, arts, culture and local traditions, as well as traditional games and technology, contain elementary science content ranging from mechanics, thermodynamics, matter and its changes, sound and light, ecosystems, the human body, and plant structures. The integration of the material is implemented through laboratory manuals, e-modules, modules, student worksheets (LKPD), illustrated storybooks, digital posters, and educational game media. These tools are significantly proven to enhance students’ cognitive abilities (conceptual understanding, scientific literacy, critical thinking, problem solving, and creative dimensions), affective domains (motivation, interest, and cultural awareness), and psychomotor skills (science process skills). The study concludes that ethnoscience is an approach capable of realizing more interactive and meaningful science learning.
Co-Authors Fitri Muslihatun Gito Hadiprayitno Melani Aulia Khatami Ni Ketut Anggriani Rabiatun Adawiah Surajuddin