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All Journal International Journal of Research in Community Services International Journal of Ethno-Sciences and Education Research
Dhika Surya
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Religion Humanities Economics, Econometrics & Finance Education Energy Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Transportation Other

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Ethnoscience-Based Project Learning Rooted in Sundanese Indigenous Ecological Knowledge: Effects on Environmental Awareness, Environmental Responsibility, Scientific Literacy, and Sustainability Awareness among Junior High School Students Muhammad Rizky Aulia; Dhika Surya; Jumadil Saputra
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 3 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i3.1355

Abstract

Science instruction in many Indonesian junior high schools remains largely decontextualized from students' own cultural surroundings, a condition that has been associated with persistently low environmental literacy and a weak sense of ecological responsibility among adolescents. Ethnoscience-based learning offers a way to reconnect formal science with indigenous ecological knowledge, yet most existing studies have used it mainly to raise scientific literacy or as descriptive documentation of local wisdom, rather than as a live, field-based project learning experience whose effect is tested simultaneously across environmental and scientific outcomes. This study proposes and evaluates an Ethnoscience-Based Project Learning (EBPL) design that embeds the indigenous ecological knowledge of the Sundanese customary community of Kampung Kuta, Ciamis Regency, West Java — including its sacred-forest conservation system (Leuweung Gede), communal water-source governance, palm-sugar agroforestry, and home-garden medicinal-plant practices — into a science unit on environmental pollution and ecosystem sustainability. A quasi-experimental nonequivalent control-group design was used, involving eighth-grade students assigned to an experimental group (EBPL) and a control group (conventional project-based learning without explicit ethnoscience content). Four constructs were measured before and after the six-week intervention: environmental awareness, environmental responsibility, scientific literacy, and sustainability awareness. [Results to be completed after the study is conducted]. The study is expected to show that grounding project-based learning in a specific, living indigenous knowledge system produces larger gains than generic project-based learning, and it argues that ethnoscience-based project learning can simultaneously serve science-literacy goals and the preservation of endangered local ecological wisdom. Implications for science curriculum design under Indonesia's Merdeka Curriculum, particularly the Projek Penguatan Profil Pelajar Pancasila (P5), are discussed.
Preserving Sundanese Traditional Games through Digitalization: A Community-Based Model for Cultural Tourism Empowerment in Selasari Village, Pangandaran, West Java Dhika Surya; Nurnisaa binti Abdullah Suhaimi
International Journal of Research in Community Services Vol. 7 No. 3 (2026): International Journal of Research in Community Service (IJRCS)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijrcs.v7i3.1373

Abstract

Traditional games, locally known in the Sundanese context as kaulinan barudak, are a vital repository of local wisdom, embedding values such as cooperation, honesty, and communal resilience, yet their practice among children and adolescents has declined steadily amid the spread of digital entertainment. Existing digitalization initiatives have largely reproduced single traditional games as stand-alone educational or entertainment applications developed by outside teams, while community-based tourism (CBT) studies have treated local wisdom as a valuable tourism asset without offering a concrete mechanism for embedding it into the visitor experience. This community service program addresses that gap by developing an integrated Digital Kaulinan Trail in Selasari Tourism Village, Pangandaran Regency, West Java, a nationally recognized community-based tourism destination. Using a five-stage participatory action approach, the program trained twenty-four local youths as Digital Culture Ambassadors who, together with eight elder game masters, co-produced a bilingual web-based application documenting ten Sundanese traditional games with instructional videos and augmented-reality markers, and installed eight QR-linked interpretive stations along the village's existing tourism route, tied to a village-enterprise voucher incentive. Evaluation combining a paired pretest-posttest knowledge assessment (n = 130 students) and a Technology Acceptance Model survey (n = 24 ambassadors; n = 45 tourists) indicated significant gains in cultural knowledge and preservation attitudes, together with favorable perceived usefulness and ease of use of the digital trail. The program demonstrates a replicable model that couples youth-led, elder-validated digital heritage documentation with an operating tourism economy, contributing both conceptually and practically to research on local wisdom preservation.
Co-Authors Jumadil Saputra Muhammad Rizky Aulia Nurnisaa binti Abdullah Suhaimi