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Advances in Social Sciences Research Journal – Vol. 8, No. 5
Publication Date: May 25, 2021
DOI:10.14738/assrj.85.10280.
Budiastra, A. A. K., Puspitasari, S., Wicaksono, I., & Erlina, N. (2021). Study of The Local Wisdom Curriculum of Geopark Belitung to
Support Local Cultural Values in Context of Natural Science Learning for Elementary School. Advances in Social Sciences Research
Journal, 8(5). 692-706.
Services for Science and Education – United Kingdom
Study of The Local Wisdom Curriculum of Geopark Belitung to
Support Local Cultural Values in Context of Natural Science
Learning for Elementary School
A. A. Ketut Budiastra
Universitas Terbuka, Indonesia
Susy Puspitasari
Universitas Terbuka, Indonesia
Iwan Wicaksono
Universitas Jember, Indonesia
Nia Erlina
Universitas Pendidikan Ganesha, Indonesia
ABSTRACT
In this article, the respondent's opinion is discussed about the effectiveness of the
model of integrating local cultural values of the Belitung Geopark in learning
science in elementary schools. The research design refers to research and
development design (R&D) includes four stages of activity. However, this study
discusses the results of a preliminary study on the content of the local cultural
values of the Belitung Geopark in science learning in elementary schools. The
population of this research is the teachers of elementary schools Dendang District
and Simpang Pesak District, East Belitung Regency. The sample was selected by
purposive sampling, namely 34 elementary school teachers and as many as 152
elementary school students in grade IV, grade V, and grade VI. The instruments used
in the data collection process included questionnaires, interview guidelines,
observation sheets, and student learning outcomes tests. The teacher's ability to
plan to learn is measured using the teacher ability assessment tool (TAAT) I format.
Meanwhile, the teacher's ability to teach is measured using the (TAAT) II format.
From the results of this study, it concluded that (1) Implementation of the Geopark
local wisdom curriculum is effective in improving student geopark learning
outcomes in science learning in elementary schools; (2) The characteristics of
science learning that are integrated with Geopark content can be implemented by
the teacher; (3) The model of integrating local cultural values of the Belitung
Geopark in learning science in elementary schools can realize the concept of science
is fun in elementary school.
Key words: geopark, local cultural values, science learning in elementary school
INTRODUCTION
Local cultural values that are usually integrated into science learning in elementary schools are
the cultural values that exist around students. However, some elementary school teachers said
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693
Budiastra, A. A. K., Puspitasari, S., Wicaksono, I., & Erlina, N. (2021). Study of The Local Wisdom Curriculum of Geopark Belitung to Support Local
Cultural Values in Context of Natural Science Learning for Elementary School. Advances in Social Sciences Research Journal, 8(5). 692-706.
URL: http://dx.doi.org/10.14738/assrj.85.10280
that there were several factors that hindered the readiness of teachers to be able to integrate
local cultural values in natural science learning in elementary schools (Samri, Rewo, & Laksana,
2020), including: (1) lack of understanding of the teachers elementary school teachers on the
importance of the ability to integrate local cultural values in science learning in elementary
schools; (2) the number of science materials or concepts that students must master in one
semester or in one year so that the time to integrate local cultural values in science learning in
elementary schools cannot be implemented properly; (3) limited teaching aids or facilities and
infrastructure to support the science learning process are perceived as an obstacle in being able
to carry out the learning process based on inquiry in elementary schools; (4) lack of adequate
training to integrate local cultural values into science learning in elementary schools; and (5)
feeling lazy or “reluctant” to integrate local cultural values in science learning in elementary
schools. In addition, adequate time, energy, and support for facilities and infrastructure are
needed if the teacher wishes to integrate local cultural values in science learning in elementary
schools (Budiastra & Sopandi, 2016).
The results of identifying the learning process in the field show several efforts that support the
ability of teachers to integrate local cultural values in the science learning process in the
classroom, including: (1) elementary school teachers lack understanding of the importance of
ability using examples of lesson plans that integrate local cultural values in the learning
process; (2) adopting or adjusting the questions that are downloaded in full from the lesson
plan, which integrates local cultural values in science learning in elementary schools that are
available on the internet; (3) develop their own lesson plans that integrate local cultural values
in science learning in elementary schools; and (4) practicing with peers how to integrate local
cultural values into learning in schools even though activities like this are rarely carried out or
are not routine in nature.
So far, science lessons have often become a "scourge" for most students. Students are afraid of
science lessons (Gafur, Yustina, & Zulfarina, 2020). The stereotype that science lessons are
difficult subjects has caused science lessons not to be viewed objectively anymore. As if science
is synonymous with "difficult." One of the non-neutralities of science as a science is influenced
by teachers who teach science. Often, students' displeasure with science lessons is actually
caused by a fierce teacher, too fast in delivering teaching material or monotony, a lack of
variation in teaching (Maryani, Husna, Wangid, Mustadi, & Vahechart, 2018). So that students
feel afraid, bored and not interested in studying it in more depth. So actually, the "scourge" is
the teacher, not the science lesson itself. Natural science is basically neutral. The process of
teacher-student interaction is essential to train students' thinking skills. Scientific thinking
skills in Indonesia can be said to be in a bad state. This is seen from the results (The Program
for International Assessment) PISA 2015 (Kartianom & Ndayizeye, 2017). Indonesia is in 62
places out of 70 countries in the world. Science, reading, and maths averaged below the PISA- determined average of 493 for science and reading and 490 for math. The scores obtained were
403 for science, 397 for reading, and 386 for mathematics. This will raise questions about the
causes of the low scores obtained, especially in the learning process in class.
In recent decades, the learning system by revealing indigenous knowledge and traditional
knowledge (indigenous science) has begun to be discussed and has received serious attention
from science education experts in various parts of the world (Vaughn, Brown, & Johnson, 2020).
The success of children learning science depends on the effectiveness of children moving from
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 8, Issue 5, May-2021
Services for Science and Education – United Kingdom
a culture of everyday life to a culture of science. Nationally, the results of science learning have
not shown encouraging results. This opinion is based more on the achievement of learning
outcomes according to the national final exam standards that have been applied nationally in
recent years. The quality of our education is low and shows signs of dipping from year to year
(Jalil, 2003). Some things that have so far been considered to influence the low absorption of
students in science subjects greatly include the subject matter that is too dense and
unattractive, the ability of teachers to master and deliver material, and facilities and
infrastructure to support the learning process. Of course, the root causes of all of this are very
many, but the main accusations are mostly aimed at teachers because teachers are the
spearheads in the field who meet students programmatically (Wardani, 1999).
This research was inspired by a 2016 study entitled "Development of a Model of Integrating
Local Cultural Values in Natural Science Learning in Elementary Schools." From the results of
the study in 2016, information was obtained, among others, several factors support the
readiness of teachers to integrate local cultural values in science learning in elementary
schools, among others: teachers say that they have sufficient ability to integrate local cultural
values in learning Natural Science in elementary schools; According to them, peers play an
important role in integrating local cultural values in science learning in elementary schools; the
work environment in elementary schools plays an important role so that they can integrate
local cultural values in science learning in elementary schools; So far, the teacher working
group (TWG) has played an important role in supporting their abilities, even though activities
in the TWG forum are not carried out routinely (Budiastra & Sopandi, 2016).
In general, this study aims to examine the effectiveness of the model of integrating local cultural
values of the Belitung Geopark in science learning in elementary schools. More specifically, this
study aims as follows: (1) To determine the extent to which elementary school teachers have
integrated the local cultural values of the Belitung Geopark in science learning in elementary
schools; (2) To analyze the effectiveness of the model of integrating local cultural values of the
Belitung Geopark in science learning in elementary schools; (3) To analyze the opinions of
community/customary leaders on the local cultural values of the Belitung Geopark which can
be integrated into natural science learning in elementary schools; and (4) To analyze whether
the model of integrating local cultural values of the Belitung Geopark in science learning can
realize the concept of "science is fun" in elementary school.
PERSPECTIVE
Curriculum
The curriculum plays an important role in achieving educational goals. The curriculum is a
collection of plans, goals, learning materials, and even teaching methods used as guidelines by
teachers to achieve the ultimate goal of learning (Paraskeva, 2020). In the world of education,
many subjects must be studied or taken by a student to get a diploma as an award. The
curriculum has several functions: adjustment, integration, differentiation, preparation,
selection, and diagnostic (Whitty, 2017). The curriculum can adapt to the environment
dynamically. The curriculum can be an educational tool that can form complete individuals with
integrity in society. The curriculum pays attention to service to each student with different
innate characteristics. The curriculum also serves to help prepare students to go to the next
level of education and choose a study program that suits their interests and talents (Suryawati
& Osman, 2017). The curriculum is also a diagnostic potential for students to continue to
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Budiastra, A. A. K., Puspitasari, S., Wicaksono, I., & Erlina, N. (2021). Study of The Local Wisdom Curriculum of Geopark Belitung to Support Local
Cultural Values in Context of Natural Science Learning for Elementary School. Advances in Social Sciences Research Journal, 8(5). 692-706.
URL: http://dx.doi.org/10.14738/assrj.85.10280
explore their potential and improve their weaknesses. Enforcing the curriculum in schools will
be more effective if followed up with development steps. Teachers have a dual role, namely in
schools and communities. Gestures or all words and actions in society are always monitored.
The teacher is considered an ideal figure according to the teacher's adage for the teacher. Still,
it is very noble if the teacher can actualize it in everyday life. An example is more effective and
meaningful than a thousand pieces of advice. This suggests that the action gets more attention
and emphasis. Therefore, teachers must be able to carry themselves and adapt to the situation
and conditions of society (Supriyono, 2012; Darminah, 2012).
Natural Science Learning in Elementary School
As educators engaged in science, we must understand what is meant by science so that the
understanding of that field of knowledge becomes deeper and more fundamental (Set, Hadman,
& Ashipala, 2017). Besides understanding science, what is no less important is how to teach
science to students. Scientific thinking is a systematic and empirical thought process, and one
can master the knowledge and apply it in real-life situations. Scientific thinking processes are
needed to obtain correct knowledge or scientific knowledge (Wulandari, 2017). Scientific
thinking is a process of thinking by using reason to consider, decide and develop knowledge. In
this case, the flexibility for students to cross everyday cultures into a culture of science (culture
border crossing) will affect the degree of acquisition of science. Experts involved with research
on the involvement of cultural values possessed by students in science learning use metaphors
called the border crossing metaphor to explain the science learning process from an
anthropological perspective (Aikenhead, 2002). Seeing the complexity of educational problems,
especially in science learning, researchers through this study try to uncover local cultural
values in science learning in elementary schools. Good coordination between related parties is
needed, namely teachers, peers, school principals, and supervisors/supervisors (Yanti,
Wiyanto, & Lisdiana, 2018). All related elements should be able to work together and support
each other. The training activities for elementary school teachers can integrate local cultural
values in science learning can be carried out regularly and continuously.
Geopark
A geopark is an area that has geological elements where local people are invited to participate
in protecting and enhancing the functions of natural heritage, including the archaeological,
ecological, and cultural values contained in it. Geopark is an abbreviation of "Geological Park,"
which is translated into Indonesian as a Geological Park or Earth Park (Escorihuela, 2021). The
existence of a Geopark by UNESCO (United Nations Educational, Scientific and Cultural
Organization) was developed and facilitated by forming the GGN (Global Geopark Network)
organization in 2004 to accommodate more members from countries in the world. In addition,
the Geopark aims to be further developed, not only to protect the geological heritage. According
to GGN UNESCO (2004), a Geopark aims to benefit, explore, appreciate, and develop geological
heritage. UNESCO Global Geoparks is an integrated geographic area where international
geological sites and landscapes are managed with the concept of holistic protection, education,
and sustainable development through a bottom-up approach (Justice, 2018). These goals are
achieved through the protection of the earth's diversity and environmental conservation,
preservation and promotion of the earth's heritage to the general public, education and
research in geology, biology, culture at large, and sustainable growth & development of the local
economy especially through geotourism (Catana & Brilha, 2020).