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<p>The 21st century demands a transformation in science education, shifting from a focus on rote memorization to the development of scientific literacy, critical thinking, and contextual learning. At the junior secondary school level, science instruction must be connected to students’ real-life experiences to enhance conceptual understanding and engagement in learning. However, local cultural practices have yet to be optimally utilized as learning resources. This finding underscores the importance of integrating local wisdom into science education as a means to foster meaningful conceptual understanding while simultaneously preserving cultural heritage. This study aims to analyze scientific concepts embedded in the traditional practice of palm sugar production from coconut sap in Sei Kakap and to examine their relevance to junior secondary school science curricula. Employing a descriptive qualitative approach, data were collected through field observations, semi-structured interviews, and curriculum document analysis. The research subjects consisted of two palm sugar artisans as representatives of local cultural practitioners, two science teachers, and five students from SMPN 1 Sei Kakap in Kubu Raya Regency, West Kalimantan. The findings reveal that the palm sugar production process involves various scientific concepts, including changes in the states of matter, heat transfer, and mixture separation, which correspond with science content taught at the junior secondary level. These findings provide conceptual insights into how local cultural practices can be meaningfully connected to formal science learning and offer implications for the design of active learning activities and contextual assessment within the <i>Merdeka</i> Curriculum framework.</p>

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Science concept mapping in local cultural practices as a conceptual basis for active learning and contextual assessment

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月7日

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  • Hairida Hairida,
  • Erlina Erlina,
  • Agung Hartoyo,
  • Dyoty Auliya Vilda Ghasya,
  • Ricka Tesi Muskania,
  • Siti Mariyam,
  • Anggi Fatmadiwi,
  • Rachmad Kurniawan,
  • Fitria Arifiyanti

摘要

The 21st century demands a transformation in science education, shifting from a focus on rote memorization to the development of scientific literacy, critical thinking, and contextual learning. At the junior secondary school level, science instruction must be connected to students’ real-life experiences to enhance conceptual understanding and engagement in learning. However, local cultural practices have yet to be optimally utilized as learning resources. This finding underscores the importance of integrating local wisdom into science education as a means to foster meaningful conceptual understanding while simultaneously preserving cultural heritage. This study aims to analyze scientific concepts embedded in the traditional practice of palm sugar production from coconut sap in Sei Kakap and to examine their relevance to junior secondary school science curricula. Employing a descriptive qualitative approach, data were collected through field observations, semi-structured interviews, and curriculum document analysis. The research subjects consisted of two palm sugar artisans as representatives of local cultural practitioners, two science teachers, and five students from SMPN 1 Sei Kakap in Kubu Raya Regency, West Kalimantan. The findings reveal that the palm sugar production process involves various scientific concepts, including changes in the states of matter, heat transfer, and mixture separation, which correspond with science content taught at the junior secondary level. These findings provide conceptual insights into how local cultural practices can be meaningfully connected to formal science learning and offer implications for the design of active learning activities and contextual assessment within the Merdeka Curriculum framework.