Science Teachers’ Perceptions of Integrating Cirebon Culture into Science Education: A Case Study

Putri Sekar Melati; Lilit Rusyati; Taufik Rahman

doi:10.24235/sc.educatia.v14i1.20004

Science Teachers’ Perceptions of Integrating Cirebon Culture into Science Education: A Case Study

Putri Sekar Melati⁽¹⁾, Lilit Rusyati^(2*), Taufik Rahman⁽³⁾,

(1) Department of Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Indonesia
(2) Department of Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Indonesia
(3) Department of Biology Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Indonesi
(*) Corresponding Author

Abstract

The Cirebon culture, a fusion of Sundanese, Javanese, and Islamic components, can be integrated into the science education curriculum. Nonetheless, research on how science teachers understand and utilize cultural integration in their teaching appears to be lacking. This research describes science teachers' understanding of integrating local culture into science education, the problems they face, and the possibilities these perspectives offer for the teaching and learning process. A case study was used, including interviews with science teachers and experts in Cirebon culture. NVivo software was used to analyze the data by coding responses concerning the role of Cirebon culture in science education. Findings from this study show that science teachers appreciate integrating culture into teaching, particularly the use of traditional, folklore, and environmental wisdom as contexts for teaching science concepts. Despite the glaring opportunities, challenges such as modernization, resource limitation, and institutional barriers negatively impact implementation. However, there is an opportunity to develop culture-based science education that responds to the local community, digital technology, and multidisciplinary approaches. This study demonstrates the need for curriculum change, emphasizing the integration of local cultural context without neglecting scientific standards. Integrating Cirebon cultural values allows students to simultaneously appreciate, comprehend, and integrate culture and environmental awareness with Science.

Keywords

Science Education ; Cirebon culture ; Science Education Cultural Integration ; Teachers' Perception ; Culturally Responsive Teaching

Full Text:

PDF

References

Alghamdi, A. K. H., & Malekan, M. (2020). Saudi science teachers’ perceptions of the cultural factors influencing elementary students’ science learning. Cultural Studies of Science Education, 15(4), 1143–1167. https://doi.org/10.1007/s11422-019-09960-9

Blackie, M. A. L. (2024). Indigenous knowledge systems and science education. South African Journal of Science, 120(6), 2–4. https://doi.org/10.17159/sajs.2024/16860

Chen, M. K., & Wu, C. C. (2024). Integrating Science, Technology, Engineering, and Mathematics (STEM) into Indigenous Education for Sustainability: The Development and Implementation of a Curriculum Based on Disaster Prevention for Young Children. Sustainability (Switzerland), 16(21). https://doi.org/10.3390/su16219186

Chibuye, B., & Singh, I. Sen. (2024). Integration of local knowledge in the secondary school chemistry curriculum - A few examples of ethno-chemistry from Zambia. Heliyon, 10(7), e29174. https://doi.org/10.1016/j.heliyon.2024.e29174

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.

da Silva Ladislau, D., Ribeiro, M. W. S., da Silva Castro, P. D., Pantoja-Lima, J., Aride, P. H. R., & de Oliveira, A. T. (2021). Ichthyological ethnoknowledge of the “piabeiros” from the Amazon region, Brazil. Journal of Ethnobiology and Ethnomedicine, 17(1), 1–14. https://doi.org/10.1186/s13002-021-00468-7

Dewi, C. A., Erna, M., Martini, Haris, I., & Kundera, I. N. (2021). Effect of Contextual Collaborative Learning Based Ethnoscience to Increase Student’s Scientific Literacy Ability. Journal of Turkish Science Education, 18(3), 525–541. https://doi.org/10.36681/tused.2021.88

Dienaputra, R. D., Yunaidi, A., & Yuliawati, S. (2021). Multikulturalisme Kebudayaan Daerah Cirebon. Panggung, 31(2), 250–262. https://doi.org/10.26742/panggung.v31i2.1313

Djosetro, M., & Behagel, J. (2024). Including local knowledge in conservation planning: the case of the western coastal protected areas in Suriname. Ecosystems and People, 20(1), 1–16. https://doi.org/10.1080/26395916.2024.2361683

Fahmi, T. A. ., Mukmin, M. N., Hutomo, Y. ., & Putri, D. A. (2022). Analisis Indikator Persepsi Mahasiswa Pada Kegunaan Teknologi Keuangan. Jurnal Akunida, 8(2), 99–109. https://doi.org/10.30997/jakd.v8i2.6835

Fitria, D., Asrizal, A., & Lufri, L. (2025). Enhancing 21st-Century Skills through Blended Problem-Based Learning with Ethnoscience Integration: A Mixed-Methods Study in Indonesian Junior High Schools. International Journal of Learning, Teaching and Educational Research, 24(1), 464–480. https://doi.org/10.26803/ijlter.24.1.23

Gandolfi, H. E. (2024). (Re)considering Nature of Science Education in the Face of Socio-scientific Challenges and Injustices: Insights from a Critical-Decolonial Perspective. Science and Education, 0123456789. https://doi.org/10.1007/s11191-024-00536-w

Hakim, A. R., & Nabila, M. (2022). Implementation of The Independent Learning Curriculum in Cirebon District. Journal of Social Science, 3(5), 1207–1213. https://doi.org/10.46799/jss.v3i5.438

Hidayanti, W. I., Rochintaniawati, D., & Agustin, R. R. (2018). The Effect of Brainstorming on Students’ Creative Thinking Skill in Learning Nutrition. Journal of Science Learning, 1(2), 44. https://doi.org/10.17509/jsl.v1i2.8738

Hidayati, S., Franco, F. M., & Bussmann, R. W. (2015). Ready for phase 5 - current status of ethnobiology in Southeast Asia. Journal of Ethnobiology and Ethnomedicine, 11(1), 1–8. https://doi.org/10.1186/s13002-015-0005-7

Hung, A. H. C., & Min, A. M. (2020). “I’m afraid”: the cultural challenges in conducting ethnographic fieldwork and interviews in Myanmar. Qualitative Research Journal, 21(2), 113–123. https://doi.org/10.1108/QRJ-07-2020-0074

Idul, J. J. A., & Fajardo, M. T. M. (2023). Ethnoscience-based physical science learning and its effects on students’ critical thinking skills: A meta-analysis study. Journal of Mathematics and Science Teacher, 3(2), em048. https://doi.org/10.29333/mathsciteacher/13700

Iryana, W., Mustofa, M. B., & Anwar, M. S. (2023). Budaya Bendawi Pra Islam di Keraton Cirebon Indonesia. Bulletin of Indonesian Islamic Studies, 2(1), 19-38.https://doi.org/10.51214/biis.v2i1.503

Jihannita, J., Fadly, W., Ekapti, R. F., Luthfiana, D., & Widowati, A. (2024). The development of Science module integrated with ethnoscience of Singo Barong mask to improve scientific literacy and cultural preservation attitudes. Journal of Innovation in Educational and Cultural Research, 5(2), 356–363. https://doi.org/10.46843/jiecr.v5i2.790

Johnson, S. R. H. (2024). The importance of learning with/on/from land and place while honoring reciprocity in Indigenous science education. Cultural Studies of Science Education, 19(1), 163–187. https://doi.org/10.1007/s11422-023-10205-z

Khery, Y., Hakim, A., Rokhmat, J., & Sukarso, A. (2025). Effectiveness of ethnoscience oriented project to improve students performance. Multidisciplinary Science Journal, 7(8). https://doi.org/10.31893/multiscience.2025417

Lange, B. M. M., Pedersen, J. M., Kristiansen, G., Mackisack, V., & Killengreen, S. T. (2025). Integrating Coastal Sámi Traditional Knowledge in Science Education: Challenges, Approaches, and the Path Forward. Education Sciences, 15(2). https://doi.org/10.3390/educsci15020230

Lightner, A. D., Heckelsmiller, C., & Hagen, E. H. (2021). Ethnoscientific expertise and knowledge specialisation in 55 traditional cultures. Evolutionary Human Sciences, 3. https://doi.org/10.1017/ehs.2021.31

Lloyd, D., & Paige, K. (2022). Learning science locally: Community gardens and our future. Frontiers in Education, 7(August), 1–13. https://doi.org/10.3389/feduc.2022.850016

Macdonald, M., Booth, S., & Jackson-Barrett, L. (2024). An ecosystem of knowledge: relationality as a framework for teachers to infuse Indigenous perspectives in curriculum. Asia-Pacific Journal of Teacher Education, 52(2), 175–192. https://doi.org/10.1080/1359866X.2024.2314285

Majumdar, K., & Chatterjee, D. (2021). The cultural dimension of environment: Ethnoscientific study on Santhal community in eastern India. International Journal of Anthropology and Ethnology, 5(1), 1–21. https://doi.org/10.1186/s41257-021-00057-2

Marosi, N., Avraamidou, L., & Galani, L. (2021). Culturally relevant pedagogies in science education as a response to global migration. SN Social Sciences, 1(6), 1–20. https://doi.org/10.1007/s43545-021-00159-w

Mkhwebane, L. N. (2024). Life sciences teachers’ integration of indigenous knowledge: A vision for making science classrooms culturally responsive. Eurasia Journal of Mathematics, Science and Technology Education, 20(8). https://doi.org/10.29333/ejmste/14859

Mulyono, Y., Sapuadi, S., Yuliarti, Y., & Sohnui, S. (2024). A framework for building scientific literacy through an inquiry learning model using an ethnoscience approach. International Journal of Advanced and Applied Sciences, 11(8), 158–168. https://doi.org/10.21833/ijaas.2024.08.017

Nyblade, M. L., Smith, S. J., & Sumida Huaman, E. (2024). “The heavy burden”: Indigenous knowledge systems, biocultural diversity, and transknowledging in sciences education. Cultural Studies of Science Education, 19(4), 779–792. https://doi.org/10.1007/s11422-024-10236-0

Parmin, P., Savitri, E. N., Khusniati, M., & El Islami, R. A. Z. (2022). The prospective science teachers’ skills in reconstructing indigenous knowledge of local culture on breast milk using pare (Momordica charantia). International Journal of Educational Research Open, 3(August), 100193. https://doi.org/10.1016/j.ijedro.2022.100193

Pérez-Rodríguez, G., Ortiz-Solorio, C. A., & Gutiérrez-Castorena, M. del C. (2023). Ethnopedology, its evolution and perspectives in soil security: A review. Soil Security, 13(November). https://doi.org/10.1016/j.soisec.2023.100121

Permana, R. A. H. A., & Sriyati, S. (2021). Persepsi Guru Ilmu Pengetahuan Alam Terhadap Materi yang Diajarkan. Jurnal Studi Guru Dan Pembelajaran, 4(3), 588–601. https://doi.org/10.30605/jsgp.4.3.2021.1388

Pinneo, L., & Benton, A. L. (2023). Culturally responsive elementary science teaching: A meta-analysis of current science teaching studies and implications. 1–27. https://www.researchsquare.com/article/rs-2648740/latest%0Ahttps://www.researchsquare.com/article/rs-2648740/latest.pdf

Pratama, F. A., Dewi, E. C., Al Fasiri, M. J., & Ridwan, M. (2023). The Influence of Islamic Work Ethic on the Welfare of Tempe Business Employees in Kedawung-Cirebon District. International Journal of Bunga Bangsa Cirebon Ijobba : International Journal of Bunga Bangsa Cirebon, 2(2), 106–112. https://journal.bungabangsacirebon.ac.id/index.php/ijobba/WebJournal:http://journal.bungabangsacirebon.ac.id/index.php/ijobba

Siegner, A., & Stapert, N. (2020). Climate change education in the humanities classroom: a case study of the Lowell school curriculum pilot. Environmental Education Research, 26(4), 511–531. https://doi.org/10.1080/13504622.2019.1607258

Sotero, M. C., Alves, Â. G. C., Arandas, J. K. G., & Medeiros, M. F. T. (2020). Local and scientific knowledge in the school context: Characterization and content of published works. Journal of Ethnobiology and Ethnomedicine, 16(1), 1–28. https://doi.org/10.1186/s13002-020-00373-5

Sumarni, W., Sudarmin, S., Sumarti, S. S., & Kadarwati, S. (2022). Indigenous knowledge of Indonesian traditional medicines in science teaching and learning using a science–technology–engineering–mathematics (STEM) approach. In Cultural Studies of Science Education (Vol. 17, Issue 2). Springer Netherlands. https://doi.org/10.1007/s11422-021-10067-3

Tauhid, K., Aminah, S., Julia, D. F., Aliyyah, R. R., Djuanda, U., Djuanda, U., & Djuanda, U. (2024). Implementasi penerapan kurikulum merdeka di taman kanak kanak. 3, 8945–8956.

Tegegne, H. R., Tesfay, T., Hailesilassie, M. B., & Gebreyohaness, S. T. (2025). Indigenous Knowledge and Practices of the Tigray People: How Do Teachers and Students Perceive Its Integration in Science and Mathematics Education? Science and Education, 0123456789. https://doi.org/10.1007/s11191-024-00608-x

Terrell Shockley, E., Ellis, V., & Ivy, K. K. (2024). Perspectives of Black female STEM majors: culturally responsive online teaching practices among higher education institutions. Journal for Multicultural Education. https://doi.org/10.1108/JME-08-2024-0095

Tigist, M., & Alemu, M. (2024). Learning chemistry of metals in the context of forging: An ethnographic case study of blacksmithing in Guji Oromo, Ethiopia. Heliyon, 10(18), e37855. https://doi.org/10.1016/j.heliyon.2024.e37855

Vita, S. C., Petherick, L. A., & Fainu, H. M. G. (2024). Teaching Indigenous knowledges and perspectives in physical education teacher education (PETE): discursive tensions at the cultural interface. Curriculum Studies in Health and Physical Education, 1–18. https://doi.org/10.1080/25742981.2024.2431929

Wiyarsi, A., Çalik, M., Priyambodo, E., & Dina, D. (2023). Indonesian Prospective Teachers’ Scientific Habits of Mind:A Cross‑Grade Study in the Context of Local and Global Socio‑scientific Issues. Science and Education, 33(5), 1257–1283. https://doi.org/10.1007/s11191-023-00429-4

Zidny, R., & Sjöström, J. (2021). A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability Content courtesy of Springer Nature , terms of use apply . Rights reserved . Content courtesy of Springer Nature , terms of use a. 2020, 145–185.

Zidny, R., Sjöström, J., & Eilks, I. (2020). A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability. Science and Education, 29(1), 145–185. https://doi.org/10.1007/s11191-019-00100-x

Zidny, R., Solfarina, S., Aisyah, R. S. S., & Eilks, I. (2021). Exploring indigenous science to identify contents and contexts for science learning in order to promote education for sustainable development. Education Sciences, 11(3). https://doi.org/10.3390/educsci11030114

Zulirfan, Z., Yennita, Y., Maaruf, Z., & Sahal, M. (2023). Ethnoscientific literacy in Pacu Jalur tradition: Can students connect science with their local culture? Eurasia Journal of Mathematics, Science and Technology Education, 19(1). https://doi.org/10.29333/ejmste/12773

DOI: 10.24235/sc.educatia.v14i1.20004