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Asy'ari, Muhammad
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International Journal of Ethnoscience and Technology in Education
Published by Universitas Pendidikan Mandalika
ISSN : -     EISSN : 30466946     DOI : https://doi.org/10.33394/ijete
Core Subject : Education,
Education Other
The International Journal of Ethnoscience and Technology in Education (IJETE) is a peer-reviewed, open-access journal dedicated to the exploration and integration of ethnoscience and technology in educational contexts. Ethnoscience, the study of how different cultures understand and interact with the natural world, offers invaluable insights into cultural practices, knowledge systems, and worldviews. When combined with technology, these insights can enhance educational methodologies, content, and tools, fostering a more inclusive, culturally aware, and effective learning environment. IJETE aims to bridge the gap between traditional knowledge systems and modern educational technologies, promoting the development of educational practices that are both culturally sensitive and technologically advanced.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 1 No. 1 (2024): March" : 6 Documents clear
Enhancing Critical Thinking through Ethnoscience-Integrated Problem-Based Learning: A Comparative Study in Secondary Education Sarkingobir, Yusuf; Bello, Abdulaziz
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 1 (2024): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i1.10878

Abstract

This study investigates the impact of integrating ethnoscience with problem-based learning (PBL) on the enhancement of critical thinking skills among secondary school students. Employing a nonequivalent control group design with purposive sampling, the research involved 66 students from a Nigerian secondary school, divided into experimental (n=31) and control (n=35) groups. The experimental group engaged in a PBL curriculum enriched with ethnoscience, while the control group received traditional expository teaching. The study aimed to bridge the gap in current educational practices by incorporating cultural relevance into science education, thus making learning more meaningful and directly applicable to students' lives. Results indicated a significant improvement in the critical thinking abilities of the experimental group, as evidenced by their pretest and posttest scores, compared to the control group. The findings underscore the effectiveness of the ethnoscience-integrated PBL approach in fostering higher-order thinking skills, suggesting a notable advancement over conventional teaching methods. This research contributes to the educational literature by demonstrating the benefits of combining ethnoscience and PBL, advocating for a shift towards more dynamic, student-centered, and culturally relevant teaching strategies. The study highlights the importance of contextual learning experiences and suggests further exploration across various disciplines and educational levels to validate the approach's effectiveness and applicability.
Analysis of Students' Design Thinking in Creating 3D Creative Works Utilizing Mobile Technology within the Framework of Local Wisdom Ardi, Raden Fanny Printi; Bilad, Muhammad Roil; Mustofa, Hisbulloh Als; Maulachela, Adam Bachtiar
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 1 (2024): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i1.10879

Abstract

This study investigated students' design thinking in creating 3D creative works using mobile technology in the framework of local wisdom. By employing a mixed-methods approach, the study compares the design thinking abilities of students who engaged with mobile technology in the context of local wisdom with those who donot. Quantitative analysis, involving sixty students, revealed that the experimental group, exposed to mobile technology and local wisdom, demonstrated significantly higher competencies in design thinking, particularly in areas such as comfort with uncertainty, human-centeredness, and collaborative work. Qualitative insights further illuminated the enriched learning experience, showcasing students' deepened engagement and connection to cultural heritage through the integration of local wisdom into their 3D creative projects. The findings underscore the pivotal role of mobile technology and local wisdom in fostering innovative design thinking, suggesting that this approach not only facilitates creative problem-solving but also instills a sense of cultural identity and pride among students. Despite its focused educational context and limited sample size, the study suggested broader implications for curriculum development, recommending the incorporation of these elements into design and creative courses to enhance students’ design skills and cultural understanding.
Science Learning in the Context of 'Indigenous Knowledge' for Sustainable Development Yazidi, Rachid El; Rijal, Khaerul
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 1 (2024): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i1.10880

Abstract

This study investigates the integration of Indigenous Knowledge (IK) into science education as a means to foster sustainable development among high school students. Through a qualitative descriptive approach, involving semi-structured interviews with 20 participants in Morocco, the research explores the impact of IK on enhancing students' understanding of local ecosystems, promoting interest in interdisciplinary studies, and contributing to cognitive and personal growth towards sustainable thinking. Findings indicate that incorporating IK into science curricula significantly enriches students' learning experiences by bridging the gap between traditional wisdom and scientific inquiry, thus making science education more relevant and engaging. This approach not only deepens students' appreciation for cultural diversity and environmental stewardship but also encourages a more holistic understanding of science and its application to global challenges such as climate change and biodiversity conservation. The study highlights the educational value of integrating IK in developing thinking and problem-solving skills, and a sense of global citizenship among students. It advocates for educational reforms that include IK as a vital component of science learning, suggesting that such integration can play a crucial role in achieving sustainable development goals by preparing students to engage thoughtfully with complex environmental and societal issues. This research contributes to the discourse on enhancing science education through the inclusion of diverse knowledge systems, offering insights into how such pedagogical innovations can support more sustainable and inclusive futures.
Raising the Issue of Local Wisdom in Science Learning and Its Impact on Increasing Students' Scientific Literacy Verawati, Ni Nyoman Sri Putu; Wahyudi, Wahyudi
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 1 (2024): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i1.10881

Abstract

In the context of global educational challenges, scientific literacy remains a foundational goal yet is often hindered by traditional teaching methods that lack cultural and contextual relevance. This study addresses the intersection of local wisdom with science education as a strategy to enhance students' scientific literacy, grounded in the belief that culturally resonant teaching can improve learning outcomes. This study explores the impact of integrating local wisdom into science education on enhancing students' scientific literacy. Employing an experimental pretest-posttest control group design, the research involved 86 Indonesian high school students, divided evenly between a control group receiving traditional science instruction and an experimental group whose curriculum was enriched with local wisdom content. Over a six-week period focused on climate change, the experimental group's instruction intertwined indigenous knowledge with scientific concepts, aiming to create a culturally contextualized learning experience. The results, derived from quantitative measures were analyzed using ANOVA and post hoc tests. Findings indicate a statistically significant improvement in the scientific literacy of the experimental group compared to the control group, with the former demonstrating a substantial increase in posttest scores. The study confirms that local wisdom can be a potent tool in science education, leading to higher engagement and improved scientific literacy. This research contributes to the field by providing empirical evidence supporting culturally responsive teaching approaches and underscores the potential of local wisdom in bridging the gap between traditional knowledge systems and scientific methodologies.
Fostering Environmental Stewardship through Mangrove Ecotourism: A Study on Gili Sulat's Educational Impact Afifah, Kurniasih Nur; Yoo, Ri; Suhirman, Suhirman
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 1 (2024): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i1.10882

Abstract

This study investigates the educational impact of mangrove ecotourism in Gili Sulat, Lombok, Indonesia, against the backdrop of increasing recognition of mangrove ecosystems for their ecological significance and the role of ecotourism in promoting environmental stewardship. Given the urgent need for conservation amidst threats from climate change and deforestation, this research aims to assess how mangrove ecotourism can enhance environmental awareness and education among students, and foster a deeper understanding of sustainable practices. Utilizing a qualitative approach, the study engaged 22 fifth-semester Biology Education students from Universitas Islam Negeri Mataram, who participated in educational practicums within the Gili Sulat mangrove ecosystems. Data were collected through structured questionnaires and interviews, focusing on the students' perceptions, experiences, and the educational value derived from their interactions with the mangrove environment. The findings underscore the immersive nature of ecotourism as a powerful educational tool, offering insights into the complexities of marine biodiversity, conservation efforts, and the critical role of mangroves in coastal protection and climate change mitigation. Conclusively, the study affirms the potential of mangrove ecotourism in Gili Sulat as an effective platform for fostering environmental stewardship, suggesting the need for enhanced educational programming, community involvement, and sustainable management practices to maximize its benefits.
Literature Review on the Use of Interactive Labs Technology in The Context of Science Education Verawati, Ni Nyoman Sri Putu; Purwoko, Agus Abhi
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 1 (2024): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i1.12154

Abstract

Science education is a cornerstone in preparing students for the complexities of the contemporary world. In this vein, the integration of Interactive Labs technology resources into science learning presents a promising avenue. This literature review delves into the expansive realm of Interactive Labs within science education, shedding light on their myriad advantages and burgeoning trends. Employing the "Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)" methodology, the review meticulously scrutinizes pertinent articles, elucidating the transformative potential inherent in Interactive Labs, virtual reality (VR), and augmented reality (AR) technologies in the realm of science education. One of the primary revelations of this review is the manifold benefits that Interactive Labs offer. These technologies not only enhance students' attitudes towards science but also bolster their academic performance, foster critical thinking skills, and augment engagement levels. Furthermore, Interactive Labs present a cost-effective, scalable, and safe alternative to traditional laboratory settings, thereby democratizing access to hands-on scientific experimentation. Particularly noteworthy are the transformative capabilities of VR and AR technologies within the educational landscape. By immersing students in simulated environments, VR and AR facilitate experiential learning, allowing students to interact with scientific concepts in ways previously unimaginable. This immersive approach not only enhances comprehension but also kindles a sense of wonder and curiosity, vital for nurturing a lifelong passion for science. In conclusion, this literature review underscores the pivotal role that technology plays in shaping the future of science education. By equipping educators and institutions with innovative tools, such as Interactive Labs, VR, and AR, it paves the way for enriched learning experiences and contributes to the continual evolution of science education. The integration of technology promises to be instrumental in realizing the full potential of science education, thereby fostering a generation of adept and inspired scientific minds.

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