I Wayan Dresti Yasa (1), I Nyoman Jampel (2), I Nyoman Candiasa (3)
This study explores the implementation and challenges of the Etnoscience-Based Problem Based Learning (PBL) model using the Subak Bali Context in shaping science understanding (Force Material) in fourth-grade students at elementary school. Subak is analyzed as an etnoscience-rich irrigation system, providing an authentic context for Deep Learning according to the Merdeka Curriculum. This qualitative study uses a case study design. Data was collected through observation, interviews, and document analysis, including motivation questionnaire response patterns based on Uno's indicators and C4-C5 tests. Strict credibility procedures especially Source Triangulation and Member Checking were used for validation. The results show Etnoscience PBL is effective as a Deep Learning catalyst, evidenced by the C4-C5 narrative quality integrating the concept of Force. The implementation also fosters intrinsic motivation by fulfilling the students' Sense of Belonging. The main challenges found were cognitive focus management and cultural value sensitivity (Member Checking). Mitigation solutions include the Subak Miniature Model (low-cost) and C5 project revision for sustained motivation and HOTS.
Aini, D., Latifah, S., & Hamid, A. (2021). Problem based learning (PBL) model: Its effect in improving students’ critical thinking skill. Indonesian Journal of Science and Mathematics Education, 4(2), 183–190. https://doi.org/10.24042/ijsme.v4i2.8660
Amin, S., Utaya, S., Bachri, S., Sumarmi, & Susilo, S. (2020). Effect of problem-based learning on critical thinking skills and environmental attitude. Journal for the Education of Gifted Young Scientists, 8(2), 743–755. https://doi.org/10.17478/jegys.650344
Anggreni, I. D. A. D. Y., Margunayasa, I. G., & Kusmariyatni, N. N. (2019). Pengaruh model pembelajaran kolaboratif ditinjau dari motivasi berprestasi terhadap hasil belajar IPA. Indonesian Journal of Educational Research and Review, 2(2), 125–136. https://doi.org/10.23887/ijerr.v2i2.17333
Bağ, H. K., & Gürsoy, E. (2021). The effect of critical thinking embedded English course design on the improvement of critical thinking skills of secondary school learners. Thinking Skills and Creativity, 41, 100910. https://doi.org/10.1016/j.tsc.2021.100910
Basit, D. A., Muslim, B., & Saridewi, N. (2023). Pengaruh model problem based learning berbasis etnosains terhadap hasil belajar siswa pada materi laju reaksi. SPIN Jurnal Kimia & Pendidikan Kimia, 5(1), 75–90. https://doi.org/10.20414/spin.v5i1.6907
Dantes. (2017). Desain eksperimen dan analisis data. Singaraja, Indonesia: Undiksha Press.
Darmawati, Y., & Mustadi, A. (2023). The effect of problem-based learning on the critical thinking skills of elementary school students. Jurnal Prima Edukasia, 11(2), 142–151. https://doi.org/10.21831/jpe.v11i2.55620
Dewi, P. S. A., Jampel, I. N., & Jayanta, I. N. L. (2018). The effect of science learning model, environment, technology, and society assisted by environmental media on science knowledge competence of grade V elementary school students. Journal of Psychology and Instruction, 2(2), 100–106. https://doi.org/10.23887/jpai.v2i2.15983
Ekayanti, N. W., Puspawati, D. A., & Ariati, P. E. P. (2019). Learning from nature: Subak legacy of culture in entertainment education. In Proceedings of the 9th International Conference of Rural Research and Planning Group. Retrieved from https://e-journal.unmas.ac.id/index.php/IC-RRPG/article/view/241
Fadilla, N., Nurlaela, L., Rijanto, T., Ariyanto, S. R., Rahmah, L., & Huda, S. (2021). Effect of problem-based learning on critical thinking skills. Journal of Physics: Conference Series, 1810(1), 012060. https://doi.org/10.1088/1742-6596/1810/1/012060
Harefa, D., Sarumaha, M., Telaumbanua, K., Telaumbanua, T., Laia, B., & Hulu, F. (2023). Relationship student learning interest to the learning outcomes of natural sciences. International Journal of Educational Research & Social Sciences, 4(2), 240–246. https://doi.org/10.51601/ijersc.v4i2.614
Haris, I. A., Sujana, I. N., & Suwendra, I. W. (2019). Subak as a scientific learning model. In Proceedings of the International Conference on Tourism, Economics, Accounting, Management, and Social Science (TEAMS 2018) (pp. 75–79). Paris, France: Atlantis Press. https://doi.org/10.2991/teams-18.2019.14
Iriani, R., & Kurniasih, I. (2019). The difference in critical thinking and learning outcome using problem based learning assisted with Sasirangan ethnoscience student worksheet. International Journal of Recent Technology and Engineering, 7(6), 709–716.
Jampel, I. N., & Puspita, K. R. (2017). Peningkatan hasil belajar siswa sekolah dasar melalui aktivitas pembelajaran mengamati berbantuan audiovisual. International Journal of Elementary Education, 1(3), 197–205. https://doi.org/10.23887/ijee.v1i3.10156
Jampel, I. N., Fahrurrozi, F., Artawan, G., Widiana, I. W., Parmiti, D. P., & Hellman, J. (2018). Studying natural science in elementary school using NOS-oriented cooperative learning model with the NHT type. Jurnal Pendidikan IPA Indonesia, 7(2), 138–146. https://doi.org/10.15294/jpii.v7i2.9863
Kardoyo, Nurkhin, A., Muhsin, & Pramusinto, H. (2020). Problem-based learning strategy: Its impact on students’ critical and creative thinking skills. European Journal of Educational Research, 9(3), 1141–1150. https://doi.org/10.12973/EU-JER.9.3.1141
Kasanah, M., & Pratama, A. P. (2024). Taksonomi tujuan pendidikan dan evaluasi hasil belajar. Pedagogik: Jurnal Pendidikan dan Riset, 2(2), 146–162. Retrieved from https://ejournal.edutechjaya.com/index.php/pedagogik/article/view/593
Meeuwisse, M., Severiens, S. E., & Born, M. P. (2010). Learning environment, interaction, sense of belonging and study success in ethnically diverse student groups. Research in Higher Education, 51(6), 528–545. https://doi.org/10.1007/s11162-010-9168-1
Ramdani, A., Jufri, A. W., Gunawan, Fahrurrozi, M., & Yustiqvar, M. (2021). Analysis of students’ critical thinking skills in terms of gender using science teaching materials based on the 5E learning cycle integrated with local wisdom. Jurnal Pendidikan IPA Indonesia, 10(2), 187–199. https://doi.org/10.15294/jpii.v10i2.29956
Sanova, A., & Malik, A. (2023). The influence of ethnoscience approach through problem based learning model on science literacy ability in buffer solution material. Jurnal Penelitian Pendidikan IPA, 9(7), 5498–5508.
Saputra, I. K. T., Lasmawan, I. W., & Kertih, I. W. (2024). The influence of the problem based learning model based on Subak local wisdom on social studies learning outcomes for class V elementary school students. Jurnal Pendidikan IPS, 14(2), 485–491. https://doi.org/10.37630/jpi.v14i2.2085
Sriartha, I. P., & Kertih, I. W. (2020). Subak local wisdom as social studies learning source in junior high school. In Proceedings of the 4th Asian Education Symposium (AES 2019) (pp. 23–27). Paris, France: Atlantis Press. https://doi.org/10.2991/assehr.k.200513.006
Surata, S. P. K., & Vipriyanti, N. U. (2018). The Subak cultural landscape as environmental education: Knowledge, attitudes, and experiences of Balinese teachers, student teachers, and students. The Journal of Environmental Education, 49(1), 59–70. https://doi.org/10.1080/00958964.2017.1406890
Widiana, I. W., & Jampel, I. N. (2016). Improving students’ creative thinking and achievement through the implementation of multiple intelligence approach with mind mapping. International Journal of Evaluation and Research in Education, 5(3), 246–254. Retrieved from https://files.eric.ed.gov/fulltext/EJ1115395.pdf
Zajda, J. (2023). Social constructivism to improve students’ motivation. In Globalisation and dominant models of motivation theories in education (pp. 63–79). Cham, Switzerland: Springer Nature.