Integration of Socio-Scientific Issues and Local Wisdom in Science Learning to Foster Students' Scientific Literacy on Global Deforestation Issues in Elementary Schools
DOI:
https://doi.org/10.58466/1rw7s560Keywords:
Literasi sains, socio-scientific issues, Pembelajaran IPA, Kearifan LokalAbstract
This study aims to describe the integration of socio-scientific issues and Banyuwangi local wisdom in science learning to foster students' scientific literacy on deforestation issues in elementary schools. This research employed a qualitative approach with a case study design conducted at SDI Puspa Bangsa Banyuwangi. The subjects consisted of one science teacher and 28 fourth-grade students, selected purposively based on the school's existing environmental-based learning practices and its geographical proximity to Djawatan Forest as a contextual learning resource. Data were collected through participatory observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman interactive model. The findings reveal that science learning integrating deforestation issues and local wisdom, particularly Djawatan Forest, creates contextual and meaningful learning experiences. Specifically, students demonstrated development across three scientific literacy indicators: (1) knowledge, evidenced by students' ability to explain forest functions and the concept of deforestation scientifically; (2) competence, shown through their ability to analyze cause-and-effect relationships between deforestation and its ecological consequences; and (3) attitude, reflected in the emergence of environmental awareness and active participation in discussions. The integration of local wisdom values, such as cooperation and responsibility towards nature, also contributed to shaping students' character. Therefore, this approach is effective in enhancing students' scientific literacy holistically.
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