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All Journal Jurnal Pendidikan Informatika dan Sains JURNAL PENDIDIKAN SAINS DAN APLIKASINYA
Nurussaniah Nurussaniah
Physics Education Program, Universitas PGRI Pontianak
Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Materials Science & Nanotechnology Physics

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Ethnoscience in vernacular architecture of Dayak traditional houses: A study of local knowledge as contextual science learning resources. Nurussaniah Nurussaniah
Jurnal Pendidikan Informatika dan Sains Vol. 14 No. 2 (2025): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v14i2.10909

Abstract

Science learning in Indonesia is frequently delivered in an abstract manner that is detached from the cultural environment of learners, a condition that contributes to weak scientific literacy and limited appreciation of local wisdom. This study aims to identify the indigenous science embedded in the vernacular architecture of Dayak traditional houses and to reconstruct it into scientific concepts that can serve as contextual science learning resources. The study applied a qualitative descriptive design using an ethnoscience reconstruction approach. Data were gathered through literature study and documentation analysis of architectural features of the Dayak longhouse, namely the rumah betang and rumah radakng of Kalimantan, and were analysed through the stages of identifying indigenous knowledge, reconstructing it into scientific knowledge, and mapping it to the science curriculum. The findings reveal that core architectural elements carry rich scientific content. The elevated stilt structure encodes concepts of pressure, fluid statics, flood hydrology, and structural equilibrium. The use of ironwood relates to material density, mechanical strength, and biological decay resistance. The steep gable roof, the wooden peg joinery, the cross-ventilated and slatted floor, and the natural pigments respectively embody concepts of inclined-plane forces, elasticity and energy dissipation, convective heat transfer and the stack effect, and the chemistry of pigments. These reconstructed concepts align with topics in physics, chemistry, biology, and earth science across the secondary curriculum, and they fit project-based and inquiry learning that strengthens scientific literacy, cultural literacy, and the values of the Pancasila Student Profile. The study concludes that Dayak vernacular architecture is a strong and underused contextual learning resource that connects scientific reasoning with cultural identity and conservation values.
The effect of ethnoscience-based physics learning on students' analytical skills in cultural contexts Nurussaniah Nurussaniah; Hendra Sulistiawan
Jurnal Pendidikan Informatika dan Sains Vol. 13 No. 2 (2024): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v13i2.10910

Abstract

Ethnoscience-based learning integrates local cultural knowledge into science education, providing students with contextually meaningful learning experiences. This study investigates the effect of ethnoscience-based physics learning on students' analytical skills in cultural contexts. A quasi-experimental design with a non-equivalent control group was employed, involving 72 high school students in West Kalimantan, Indonesia. The experimental group received ethnoscience-based physics instruction incorporating Malay cultural practices and traditional knowledge systems, while the control group received conventional physics instruction. Analytical skills were measured using a validated instrument comprising 25 items aligned with Bloom's taxonomy (analysis level). Results revealed that students in the experimental group demonstrated significantly higher analytical skills compared to the control group (t = 4.87, p < 0.001, d = 1.12). Qualitative analysis of student reflections indicated that cultural contexts enhanced students' motivation to analyze physical phenomena. These findings suggest that ethnoscience-based physics learning is a promising pedagogical approach for developing analytical skills while preserving cultural heritage. Implications for curriculum development and teacher training are discussed.
Integrating Vernacular Architecture into Science Education: Ethnoscience Analysis of Dayak Traditional Houses for Context-Based Learning Nurussaniah Nurussaniah
JURNAL PENDIDIKAN SAINS DAN APLIKASINYA Vol. 8 No. 2 (2025): Jurnal Pendidikan Sains Dan Aplikasinya (JPSA)
Publisher : Program Studi Pendidikan Fisika, Fakultas Pendidikan MIPA & Teknologi, Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/jpsa.v8i2.10911

Abstract

Ethnoscience-based approaches offer a promising pathway for making science education more culturally relevant and effective in diverse Indonesian school contexts. This paper presents a systematic ethnoscience analysis of Dayak traditional houses (rumah betang) from West and Central Kalimantan and maps the embedded scientific knowledge to Indonesian national science curriculum standards (Kurikulum Merdeka, 2022) for Grades 4–9. Using a qualitative research design combining ethnographic observation, documentary analysis, and curriculum mapping, the study identified 23 distinct scientific concepts across six thematic domains material science, thermal physics, biodiversity and ecology, hydrology, structural mechanics, and sustainability embedded in the design, construction materials, and spatial logic of the rumah betang. Six context-based learning (CBL) scenarios are developed from these findings to provide actionable pedagogical guidance for science teachers in Kalimantan. The paper argues that vernacular architecture constitutes a 'master context' for ethnoscience-based science education: a single, culturally resonant real-world situation capable of anchoring learning across multiple science topics and grade levels. Implications for teacher professional development and curriculum policy in Indonesia are discussed.
Co-Authors Hendra Sulistiawan