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All Journal Jurnal Paedagogy Koordinat : Jurnal Pembelajaran Matematika dan Sains
Libna Sahlatul Mufidah
Universitas Negeri Yogyakarta
Education Languange, Linguistic, Communication & Media Mathematics Physics Other

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Integrating Gamelan into Problem-Based Learning and Culturally Responsive Teaching-Oriented E-Learning to Enhance Students’ Problem-Solving Skills and Cultural Awareness Tri Diaz Elvana Rose; Libna Sahlatul Mufidah; Sabar Nurohman; Ismail Fikri Natadiwijaya
Jurnal Paedagogy Vol. 13 No. 3 (2026): July (IN PRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20712

Abstract

This study aims to evaluate the effectiveness of gamelan-integrated e-learning Problem-Based Learning combined with Culturally Responsive Teaching (PBL-CRT) in improving middle school students’ problem-solving skills and cultural awareness. A quantitative pre-experimental approach using a one-group pretest–posttest design was employed, involving 33 eighth-grade students. Data were collected through problem-solving tests and cultural awareness questionnaires administered before and after the intervention. The data were analyzed using nonparametric statistical tests and effect size analysis. The results showed significant improvements in both students’ problem-solving skills and cultural awareness after the implementation of gamelan-integrated e-learning PBL-CRT. The Wilcoxon Signed-Rank Test revealed a significant difference between pretest and posttest scores (Z = −4.937, p = 0.001), while the effect size analysis indicated a very large effect (r = 0.85). Improvements were observed across all indicators of both variables. These findings indicate that gamelan-integrated e-learning PBL-CRT serves as an effective contextual learning approach for enhancing students’ problem-solving skills while fostering greater appreciation and awareness of local culture.
Integrating Indigenous Knowledge in Science Education: A Systematic Review of Curriculum Design and Teaching Strategies Imroatun Nadifah; Yuni Anisa Widiyanti; Nisa’ul Mutoharoh; Libna Sahlatul Mufidah
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v7i1.220

Abstract

This systematic literature review seeks to investigate in a structured manner how the appropriate curriculum design and teaching strategies are used to integrate indigenous knowledge into science education. The method used is the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The phases are carried out from identification, screening to included. Several inclusion and exclusion criteria are used for the screening stage. The resulting articles were 21 studies. The findings of the study reveal that by integrating indigenous knowledge with science education, learning becomes more contextual. In addition, the right curriculum and strategy also determine the success of this integration. Local teachers are also more confident in explaining learning topics by being integrated into local culture in a multicultural manner, this is because teachers already know a little more about local culture in daily life in society. In addition, the concept of relationships in this integration is not just about transferring knowledge but building a close relationship between the environment and the community. The development of a new paradigm is not aimed at dominating, but rather to open a dialogue between knowledge systems so that it can enrich science education without sacrificing cultural identity
Co-Authors Imroatun Nadifah Ismail Fikri Natadiwijaya Nisa’ul Mutoharoh Sabar Nurohman Tri Diaz Elvana Rose Yuni Anisa Widiyanti