The Mapping of Indigenous Knowledge of People at 3T (Frontier, Outermost, and Least Developed) Regions as an Ethnoscience Study

https://doi.org/10.24042/tadris.v5i1.6168

Parmin Parmin, Muhamad Taufiq

Abstract


This research intended to map indigenous knowledge of people in the frontier, outermost, and least developed regions or generally referred to as 3T (Terdepan/Frontier, Terluar/Outermost, Tertinggal/Least Developed) regions. This research employed a qualitative research approach through a descriptive method in which an experimental method was performed for mapping the indigenous knowledge. The target mapping area was Papua, Aceh, West Kalimantan, and East Nusa Tenggara. Geographical position, research funding, and time allocation became the main considerations in selecting these areas. The four 3T regions are said to be the most appropriate as the locals remain to believe and apply their indigenous knowledge. The mapping results found that several indigenous knowledge is potentially tested scientifically in labs, they are Bakar Batu, Tanam Sasi, and Honai in Papua; Rumoh Aceh and Batu Nisan in Aceh; Berjuluk Baatutuk and Betang Radang in West Kalimantan; and Ebang and Welang in East Nusa Tenggara. There are numerous traditions found in the research location, yet those that do not have met the criteria of scientific objects, such as myths and legends, were not included. The mapping results were followed by confirming the opinions of prospective science teachers obtained by 85 % of 54 students who were interested in this finding as a study of ethnocentric The research concluded that the indigenous knowledge of people in 3T regions are unique and required to be further examined scientifically and could be reviewed as a source for Ethnoscience course. This research recommendation is that in science learning, especially in the 3T region should pay attention to efforts to change traditional knowledge into scientific knowledge through integrating the mapping of indigenous knowledge as the content of ethnoscience.

Keywords


Ethnoscience; Indigenous knowledge; Mapping

Full Text:

PDF

References


Ademowo, A. J., & Nuhu, A. A. (2017). Indigenous Knowledge and Conflict Management in Africa : A Study of Proverb Use in Conflict Management among Hausas of Northern Nigeria. International Journal of History and Cultural Studies, 3(4). https://doi.org/10.20431/2454-7654.0304004

Aikenhead, G. S., & Ogawa, M. (2007). Indigenous knowledge and science revisited. Cultural Studies of Science Education, 2(3), 539–620. https://doi.org/10.1007/s11422-007-9067-8

Alase, A. (2017). The Interpretative Phenomenological Analysis (IPA): A Guide to a Good Qualitative Research Approach. International Journal of Education and Literacy Studies, 5(2), 9. https://doi.org/10.7575/aiac.ijels.v.5n.2p.9

Bello-Orgaz, G., Jung, J. J., & Camacho, D. (2016). Social big data: Recent achievements and new challenges. Information Fusion, 28, 45–59. https://doi.org/10.1016/j.inffus.2015.08.005

Boon, M., & Van Baalen, S. (2019). Epistemology for interdisciplinary research – shifting philosophical paradigms of science. European Journal for Philosophy of Science, 9(1), 1–28. https://doi.org/10.1007/s13194-018-0242-4

Boschiero, L., & Wray, K. B. (2018). Identifying a classic in history, philosophy, and social studies of science. Metascience, 27(2), 181–182. https://doi.org/10.1007/s11016-018-0331-1

Darmadi, H. (2018). Educational Management Based on Local Wisdom (Descriptive Analytical Studies of Culture of Local Wisdom in West Kalimantan). JETL (Journal Of Education, Teaching and Learning), 3(1), 135. https://doi.org/10.26737/jetl.v3i1.603

Devkota, S., Chaudhary, R. P., Werth, S., & Scheidegger, C. (2017). Indigenous knowledge and use of lichens by the lichenophilic communities of the Nepal Himalaya. Journal of Ethnobiology and Ethnomedicine, 13(1), 1–10. https://doi.org/10.1186/s13002-017-0142-2

Fan, Y., Zhao, Y., Liu, A., Hamilton, A., Wang, C., Li, L., Yang, Y., & Yang, L. (2018). Indigenous knowledge of dye-yielding plants among Bai communities in Dali, Northwest Yunnan, China. Journal of Ethnobiology and Ethnomedicine, 14(1), 1–11. https://doi.org/10.1186/s13002-018-0274-z

Gandolfi, H. E. (2018). Different People in Different Places. Science & Education, 27(3–4), 259–297. https://doi.org/10.1007/s11191-018-9971-1

Geesa, R. L., Izci, B., Song, H., & Chen, S. (2019). Exploring factors of home resources and attitudes towards mathematics in mathematics achievement in South Korea, Turkey, and the United States. Eurasia Journal of Mathematics, Science and Technology Education, 15(9). https://doi.org/10.29333/ejmste/108487

Geng, Y., Zhang, Y., Ranjitkar, S., Huai, H., & Wang, Y. (2016). Traditional knowledge and its transmission of wild edibles used by the Naxi in Baidi Village, northwest Yunnan province. Journal of Ethnobiology and Ethnomedicine, 12(1). https://doi.org/10.1186/s13002-016-0082-2

Johnson, J. T., Howitt, R., Cajete, G., Berkes, F., Louis, R. P., & Kliskey, A. (2016). Weaving Indigenous and sustainability sciences to diversify our methods. Sustainability Science, 11(1), 1–11. https://doi.org/10.1007/s11625-015-0349-x

Khusniati, M. (2014). Model Pembelajaran Sains Berbasis Kearifan Lokal Dalam Menumbuhkan Karakter Konservasi. Indonesian Journal of Conservation, 3(1), 67–74.

Kleftodimos, A., & Evangelidis, G. (2016). Using open source technologies and open internet resources for building an interactive video based learning environment that supports learning analytics. Smart Learning Environments, 3(1). https://doi.org/10.1186/s40561-016-0032-4

Lee, Y. C. (2018). When technology, science and culture meet: insights from ancient Chinese technology. Cultural Studies of Science Education, 13(2), 485–515. https://doi.org/10.1007/s11422-017-9805-5

Morton Ninomiya, M. E., Atkinson, D., Brascoupé, S., Firestone, M., Robinson, N., Reading, J., Ziegler, C. P., Maddox, R., & Smylie, J. K. (2017). Effective knowledge translation approaches and practices in Indigenous health research: A systematic review protocol. Systematic Reviews, 6(1), 1–7. https://doi.org/10.1186/s13643-017-0430-x

Nakamori, Y. (2013). Knowledge reconstruction and justification for regional vitalization. Journal of Systems Science and Systems Engineering, 22(4), 457–468. https://doi.org/10.1007/s11518-013-5232-7

Natuhara, Y. (2018). Green infrastructure: innovative use of indigenous ecosystems and knowledge. Landscape and Ecological Engineering, 14(2), 187–192. https://doi.org/10.1007/s11355-018-0357-y

Parmin, Sajidan, Ashadi, Sutikno, & maretta, Y. (2016). Preparing prospective teachers in integrating science and local wisdom through practicing open inquiry. Journal of Turkish Science Education, 13(2), 3–14. https://doi.org/10.12973/tused.10163a

Popp, J. (2018). How Indigenous knowledge advances modern science and technology. 4–7.

Rider, S. (2019). Review of Steve Fuller (2018). Post-Truth: Knowledge as a Power Game. Postdigital Science and Education, 1(1), 256–264. https://doi.org/10.1007/s42438-018-0012-9

Roberts, R. (2016). Understanding the validity of data: a knowledge-based network underlying research expertise in scientific disciplines. Higher Education, 72(5), 651–668. https://doi.org/10.1007/s10734-015-9969-4

Suastra, I. W., Jatmiko, B., Ristiati, N. P., & Yasmini, L. P. B. (2017). Developing characters based on local wisdom of bali in teaching physics in senior high school. Jurnal Pendidikan IPA Indonesia, 6(2), 306–312. https://doi.org/10.15294/jpii.v6i2.10681

Suciati, & Ariningsih. (2016). Pengembangan Model Pendidikan Menengah “Sekolah Kebangsaan” di Daerah Terpencil, Tertinggal, Terluar dan Perbatasan sebagai Implementasi Pembelajaran PKn. Jurnal Moral Kemasyarakatan, 1(1), 76–86.

Sugiyono. (2015). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif dan R&D. Alfabeta.

Sukri, A., Rizka, M. A., Sakti, H. G., Maududy, K. U., & Hadiprayitno, G. (2018). Designing an integrated curriculum based on local primacy and social reconstruction perspectives of West Nusa Tenggara, Indonesia. Jurnal Pendidikan IPA Indonesia, 7(4), 467–475. https://doi.org/10.15294/jpii.v7i4.15272

Suliyanto. (2018). Metode Pelatihan Kuantitatif. Journal of Chemical Information and Modeling, 5(2), 223–232. https://doi.org/10.1017/CBO9781107415324.004

Sumarni, W., Sudarmin, Wiyanto, & Supartono. (2016). The reconstruction of society indigenous science into scientific knowledge in the production process of palm sugar. Journal of Turkish Science Education, 13(4), 281–292. https://doi.org/10.12973/tused.10185a

Vossen, T. E., Henze, I., Rippe, R. C. A., Van Driel, J. H., & De Vries, M. J. (2019). Attitudes of Secondary School STEM Teachers towards Supervising Research and Design Activities. Research in Science Education, 49(2). https://doi.org/10.1007/s11165-019-9840-1

Yemataw, Z., Tesfaye, K., Zeberga, A., & Blomme, G. (2016). Exploiting indigenous knowledge of subsistence farmers’ for the management and conservation of Enset (Ensete ventricosum (Welw.) Cheesman) (musaceae family) diversity on-farm. Journal of Ethnobiology and Ethnomedicine, 12(1), 1–25. https://doi.org/10.1186/s13002-016-0109-8

Zefferman, M. R. (2018). Cultural multilevel selection suggests neither large or small cooperative agreements are likely to solve climate change without changing the game. Sustainability Science, 13(1), 109–118. https://doi.org/10.1007/s11625-017-0488-3




DOI: https://doi.org/10.24042/tadris.v5i1.6168

Article Metrics

Abstract views : 971 | PDF downloads : 381

Refbacks

  • There are currently no refbacks.




Creative Commons License

Tadris: Jurnal Keguruan dan Ilmu Tarbiyah is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Copyright © Universitas Islam Negeri Raden Intan Lampung. All rights reservedp-ISSN 2301-7562e-ISSN 2579-7964