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International Journal of Ethno-Sciences and Education Research
Published by Research Collaborations Community
ISSN : -     EISSN : 27767590     DOI : https://doi.org/10.46336/ijeer.v1i3.292
Core Subject : Religion, Humanities, Education, Engineering,
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Transportation Other
Ethno-science is as an attempt "to recast what serves as science to others, their practice of taking care of themselves and their bodies, their botanical knowledge, but also the form of their classification, making connections, etc. Educational research is a systematic attempt to gain a better understanding of the educational process, with the aim of increasing its efficiency. This is done by applying the scientific method to studying educational problems. Ethno-science learning aims to reconstruct cultural knowledge and local wisdom. This learning process is very flexible and useful in combining basic and applied scientific research in education. Ethnoastronomy Ethnobiology Ethnobotany Ethnochemistry Ethnoecology Ethnomathematics Ethnomedicine Ethnopharmacy Ethnozoology Ethnomusicology Ethno-Economics Ethno Physics Traditional knowledge Traditional medicine And so on Educational Psychology Philosophy of Education Sociology of Education Economics of Education Educational Administration Comparative Education Curriculum construction and Textbooks Educational Measurement and Test development Teacher education and teaching behavior Guidance and counselling Educational Technology Distance Learning Evaluation of the Learning Process And so on
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol 5, No 2 (2025)" : 6 Documents clear
Parental Involvement and Its Relationship with High School Students' Learning Achievement: A Comparative Study of Urban and Rural Schools Nurnisaa, Nurnisaa; Lestari, Mugi
International Journal of Ethno-Sciences and Education Research Vol 5, No 2 (2025)
Publisher : Research Collaboration Community (RCC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v5i2.939

Abstract

This study aims to analyze the relationship between parental involvement and academic achievement of high school students by comparing schools in urban and rural areas. A comparative quantitative approach with correlational survey method was employed, involving 100 eleventh-grade students (50 from urban schools and 50 from rural schools). Data were collected through questionnaires measuring parental involvement based on Epstein's theory and documentation of report card scores for academic achievement. Results revealed a significant positive correlation (r = 0.621; p < 0.05) between parental involvement and student academic achievement. Independent Samples T-Test showed a significant difference (p = 0.002) in academic achievement between urban school students (M = 86.20) and rural school students (M = 82.45). Similarly, parental involvement in urban schools demonstrated higher average scores (M = 82.14; SD = 6.43) compared to rural schools (M = 74.88; SD = 7.12). These findings confirm that geographical context influences patterns of parental involvement in education and its impact on academic achievement. This study contributes to educational policy formulation, particularly in developing effective parental involvement strategies tailored to specific school environments, and highlights the importance of collaborative programs between schools and families to address the urban-rural achievement gap.
Revitalization of Traditional Knowledge in Natural Resource Management: An Ethnobotanical Study in the Dayak Kenyah Indigenous Community Ibrahim, Riza; Surya, Dhika
International Journal of Ethno-Sciences and Education Research Vol 5, No 2 (2025)
Publisher : Research Collaboration Community (RCC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v5i2.937

Abstract

This study aims to document the ethnobotanical knowledge of the Dayak Kenyah community in East Kalimantan as an effort to preserve culture and the environment. Using a qualitative-descriptive approach with data collection techniques through semi-structured interviews, walking transects, and visual documentation, this study identified 47 plant species utilized by the Dayak Kenyah community. The results showed that the plants were categorized based on their main functions, namely as medicine (38%), food (30%), building materials (19%), and ritual purposes (13%). Several types of key plants such as Tengkawang (Shorea spp.), Sungkai (Peronema canescens), Ulin (Eusideroxylon zwageri), and Katimpun (Uncaria gambir) have important values in the cultural and ecological structure of the community. Custom-based conservation practices such as Tana' Ulen are concrete evidence of the implementation of Traditional Ecological Knowledge (TEK) that supports the sustainability of forest ecosystems. However, there are indications of a decline in the interest of the younger generation in this local knowledge, with only 27.8% of young informants being able to identify more than 10 types of local plants. This study recommends the integration of TEK with modern conservation strategies and the revitalization of traditional knowledge through local culture-based education to ensure the sustainability of valuable traditional ecological knowledge.
Adaptation of Independent Learning Curriculum by Elementary School Teachers: Case Study in the Indonesia–Malaysia Border Region Okta, Setyo Luthfi; Putra, Deva
International Journal of Ethno-Sciences and Education Research Vol 5, No 2 (2025)
Publisher : Research Collaboration Community (RCC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v5i2.936

Abstract

This study examines the process of adapting the Merdeka Curriculum by elementary school teachers in the Indonesia-Malaysia border area, especially in Kapuas Hulu Regency, West Kalimantan. Using a descriptive qualitative approach and case study method, this study aims to explore adaptation strategies, implementation challenges, and leadership roles in implementing the new curriculum in the 3T (underdeveloped, outermost, and frontier) areas. Data were collected through direct observation, in-depth interviews with six class teachers and one principal, and analysis of learning documentation. The results of the study indicate that teachers' understanding of the basic concepts of the Merdeka Curriculum such as differentiated learning and the Pancasila Student Profile has not been accompanied by adequate technical skills in its implementation. Teachers developed adaptation strategies in the form of simplifying materials, using local content such as folklore and traditional games, and informal collaboration in developing learning. The main challenges to implementation include limited infrastructure (45%), minimal teacher training (30%), and conventional learning culture (25%). The role of the principal as a facilitator and coordinator is very significant in overcoming implementation gaps. This study concludes that the adaptation of the Merdeka Curriculum in border areas requires a flexible and contextual approach by considering local geographic, socio-economic conditions, and human resource capacity. Place-based policies and strengthening collaboration between schools, local governments, and communities are needed to realize the implementation of a just and equitable curriculum throughout Indonesia.
The Impact of Ease of Digital Access on the Increase in Online Gambling Cases Among Students Saefullah, Rifki; Vaidyanatahan, Sundarapandian
International Journal of Ethno-Sciences and Education Research Vol 5, No 2 (2025)
Publisher : Research Collaboration Community (RCC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v5i2.940

Abstract

This study investigates the relationship between ease of digital access and increasing online gambling participation among Indonesian university students. Through a quantitative descriptive approach involving 420 respondents from various universities, the research examines how technological advancement has influenced gambling behavior among students and its multidimensional consequences. The findings reveal a significant correlation between digital accessibility and gambling participation, with 43.3% of respondents having engaged in online gambling and 25.9% remaining active gamblers. Students with easy digital access were nearly three times more likely to gamble online compared to those with limited access. Demographic analysis showed higher participation rates among male students and those residing in urban areas with superior digital infrastructure. The research identified substantial negative impacts on participants, including psychological effects (76.4% experiencing stress and anxiety) and academic consequences (56.6% reporting decreased concentration). Despite 62% of students claiming moderate digital literacy, only 28% demonstrated true understanding of digital risks, revealing a critical gap between technical proficiency and risk awareness. The majority of gambling-involved students (67.2%) reported first encountering gambling through social media platforms, highlighting the influential role of digital marketing in normalizing gambling behavior. This study underscores the need for comprehensive interventions including enhanced digital literacy education, campus-based support services, strengthened regulatory frameworks, and innovative prevention campaigns targeting digital-native students. The research contributes to understanding how rapidly evolving digital ecosystems create unprecedented challenges in academic environments and offers strategic recommendations for institutional and governmental responses to protect student welfare and academic success.
Ethno-Sciences and the Transformation of Traditional Agricultural Systems in Teluk Bintuni: Between Preservation and Modernization Jaizul, Alim; Sulistya, Astrid; Lianingsih, Nestia
International Journal of Ethno-Sciences and Education Research Vol 5, No 2 (2025)
Publisher : Research Collaboration Community (RCC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v5i2.938

Abstract

Traditional farming systems are a form of long-term interaction between humans and their environment that manifests ecological and cultural adaptation. This study aims to explore the dynamics between the preservation of local knowledge and the pressures of modernization in the transformation of traditional farming systems of indigenous peoples in Teluk Bintuni, West Papua. Using an ethno-science approach with qualitative-descriptive methods through participatory observation, in-depth interviews, FGDs, and documentation studies in the Moskona, Wamesa, and Sumuri indigenous communities. The results of the study indicate that traditional farming systems are still maintained with high dependence on sago (85%), sweet potatoes (72%), taro (66%), and bananas (54%) as sources of food and cultural identity. The transformation of the farming system does not follow a linear pattern from traditional to modern, but rather creates a hybrid system that selectively combines traditional elements with modern technology. Indigenous peoples are not passive in facing change, but actively negotiate and adapt based on their ecological and cultural interests. The ethno-science approach offers a framework for integrating local knowledge into development planning, without ignoring the ecological and spiritual dimensions of indigenous peoples. Dialogue between local knowledge systems and modern science can produce more adaptive and inclusive agricultural policies, especially in indigenous areas such as Teluk Bintuni that face pressure from natural resource exploitation.
Contextual Learning as a Means to Improve Elementary School Students' Mathematical Literacy Skills Hidayana, Rizki Apriva; Lianingsih, Nestia
International Journal of Ethno-Sciences and Education Research Vol 5, No 2 (2025)
Publisher : Research Collaboration Community (RCC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v5i2.935

Abstract

Mathematical literacy in the Programme for International Student Assessment (PISA) emphasizes students’ ability to analyze, justify, and effectively communicate ideas, as well as to formulate, solve, and interpret mathematical problems across various forms and contexts. The PISA assessment focuses on real-life problems rather than solely on typical classroom-based questions. Based on cognitive development stages, elementary school students are generally in the concrete operational stage, which means they require tangible objects that can be perceived through the senses. Since mathematics learning tends to be abstract, students need support in the form of media and teaching aids to clarify concepts delivered by the teacher, making them easier to understand. Mathematics instruction is expected to provide an integrated, comprehensive, and holistic understanding of the material. This understanding not only fulfills the demands of mathematical content but also offers practical benefits to students. This aligns with the contextual learning approach, which emphasizes active student engagement throughout the learning process, enabling them to discover concepts independently and relate them to real-life situations. Contextual learning is carried out through four main stages: providing motivation, conceptual understanding, application, and assessment—all of which are grounded in the core components of contextual learning.

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