The Urgency of Developing Ethno-ESD-Based Teaching Modules in Elementary School Science Education Based on Local Wisdom Dodol Garut
DOI:
https://doi.org/10.35568/naturalistic.v10i2.7777Keywords:
Ethno-ESD, Science Learning, Local Culture, Sustainability, CreativityAbstract
This study aims to analyze the need for developing Ethno-ESD-based teaching modules in elementary school science education by utilizing the local wisdom of Garut dodol making as a learning context. The study uses an exploratory qualitative approach with an instrumental case study design in the fourth grade of SDN 1 Bojong. Data were obtained through semi-structured interviews, learning observations, and document analysis, then analyzed using thematic analysis. The results show that the integration of local culture in science learning is still incidental and not yet structured in a systematic teaching module design. In addition, the values of Education for Sustainable Development (ESD) have not been explicitly integrated, so that learning tends to focus on cognitive aspects and has not developed systemic, reflective, and anticipatory thinking competencies. The findings also indicate that local culture has significant potential to encourage student creativity if designed within an integrated pedagogical framework. This study produced a conceptual model of an Ethno-ESD-based teaching module that places local culture as the triggering context, science concepts as the scientific core, and sustainability and creativity competencies as the transformative orientation of learning. This study contributes to strengthening the integration of ethnoscience and ESD in basic science education and provides a conceptual foundation for the development of contextual and sustainable teaching modules.
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