Effectiveness of a Project Based Learning Model Integrated With Sasambo Local Wisdom to Enhance Students' Scientific Attitudes

Nanang Rahman*, Liswijaya Liswijaya, Ahmad Fauzi Hendratmoko, Emese K. Nagy, Hazrat Usman Mashwani

Abstract


The primary issue in higher education is the low level of scientific attitudes among students, which include curiosity, open-mindedness, and environmental sensitivity. One approach to addressing this problem is through the project based learning (PjBL) model integrated with local wisdom. This study aims to measure the effectiveness of the PjBL integrated sasambo local wisdom model, which incorporates values such as cooperation, respect for nature, and social harmony, in enhancing students' scientific attitudes. The study employed a quasi-experimental design with a one-group pretest-posttest approach. The research subjects consisted of 70 students from Muhammadiyah Mataram University and Hamzanwadi University. Data were collected using a scientific attitude questionnaire with five indicators: curious attitude, respect for facts, an open-minded attitude, perseverance, and sensitivity toward the environment. The data were analyzed using normalized N-gain to measure the improvement in scientific attitudes and inferential statistical tests to assess the significance of the results. The findings reveal that the sasambo integrated PjBL model effectively improves students' scientific attitudes. The average N-gain was categorized as high (0.81 and 0.83) at both universities. Among the indicators, sensitivity toward the environment showed the greatest improvement, while respect for facts showed moderate improvement. Statistical tests indicated a significant difference between pretest and posttest scores, with consistent results across both universities. In conclusion, the the PjBL integrated sasambo local wisdom model significantly and consistently enhances students' scientific attitudes. This model holds potential as a culturally relevant innovative strategy for improving the quality of science education and fostering students' character development


Keywords


Project based learning, sasambo local wisdom, Scientific Attitudes

Full Text:

PDF

References


Almazroui, K. M. (2023). Project-Based Learning for 21st-Century Skills: An Overview and Case Study of Moral Education in the UAE. The Social Studies, 114(3), 125–136. https://doi.org/10.1080/00377996.2022.2134281

Almulla, M. A. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. Sage Open, 10(3), 528–545. https://doi.org/10.1177/2158244020938702

Brown, B. A., Boda, P., Lemmi, C., & Monroe, X. (2019). Moving Culturally Relevant Pedagogy From Theory to Practice: Exploring Teachers’ Application of Culturally Relevant Education in Science and Mathematics. Urban Education, 54(6), 775–803. https://doi.org/10.1177/0042085918794802

Brown, B., Pérez, G., Ribay, K., Boda, P. A., & Wilsey, M. (2021). Teaching Culturally Relevant Science in Virtual Reality: “When a Problem Comes, You Can Solve It with Science.” Journal of Science Teacher Education, 32(1), 7–38. https://doi.org/10.1080/1046560X.2020.1778248

Brown, J. C. (2017). A metasynthesis of the complementarity of culturally responsive and inquiry‐based science education in K‐12 settings: Implications for advancing equitable science teaching and learning. Journal of Research in Science Teaching, 54(9), 1143–1173. https://doi.org/10.1002/tea.21401

Chalkiadaki, A. (2010). The Wiley‐Blackwell Handbook of Childhood Cognitive Development. In U. Goswami (Ed.), International Journal of Instruction (Vol. 11, Issue 3). Wiley. https://doi.org/10.1002/9781444325485

Chang, Y., Choi, J., & Şen-Akbulut, M. (2024). Undergraduate Students’ Engagement in Project-Based Learning with an Authentic Context. Education Sciences, 14(2), 168. https://doi.org/10.3390/educsci14020168

Creswell, J. W., & Creswell, J. D. (2018). Mixed Methods Procedures. In Research Defign: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). SAGE Publications Inc.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

Evenddy, S. S., Gailea, N., & Syafrizal, S. (2023). Exploring the Benefits and Challenges of Project-Based Learning in Higher Education. PPSDP International Journal of Education, 2(2), 458–469. https://doi.org/10.59175/pijed.v2i2.148

Fong, C. J., Owens, S. L., Segovia, J., Hoff, M. A., & Alejandro, A. J. (2023). Indigenous cultural development and academic achievement of tribal community college students: Mediating roles of sense of belonging and support for student success. Journal of Diversity in Higher Education, 16(6), 709–722. https://doi.org/10.1037/dhe0000370

Fwu, B.-J., Chen, S.-W., Wei, C.-F., & Wang, H.-H. (2018). I believe; therefore, I work harder: The significance of reflective thinking on effort-making in academic failure in a Confucian-heritage cultural context. Thinking Skills and Creativity, 30(1), 19–30. https://doi.org/10.1016/j.tsc.2018.01.004

González-Salamanca, J. C., Agudelo, O. L., & Salinas, J. (2020). Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review. Sustainability, 12(24), 10366. https://doi.org/10.3390/su122410366

Graesser, A. C., Fiore, S. M., Greiff, S., Andrews-Todd, J., Foltz, P. W., & Hesse, F. W. (2018). Advancing the Science of Collaborative Problem Solving. Psychological Science in the Public Interest, 19(2), 59–92. https://doi.org/10.1177/1529100618808244

Grinnell, F. (2019). The Scientific Attitude. Routledge. https://doi.org/10.4324/9780429314452

Hidayat, S., Leksono, S. M., Jamaludin, U., & Shintawati, S. (2023). Ethno Pedagogy Approach in Preparing Science Learning in The Society 5.0 Era. Jurnal Penelitian Pendidikan IPA, 9(7), 309–314. https://doi.org/10.29303/jppipa.v9i7.4154

Hikmawati, H., Suastra, I. W., & Pujani, N. M. (2020). Ethnoscience-Based Science Learning Model to Develop Critical Thinking Ability and Local Cultural Concern for Junior High School Students in Lombok. Jurnal Penelitian Pendidikan IPA, 7(1), 60–66. https://doi.org/10.29303/jppipa.v7i1.530

Ibrahim, D. S., & Rashid, A. M. (2022). Effect of Project-Based Learning Towards Collaboration among Students in the Design and Technology Subject. World Journal of Education, 12(3), 1. https://doi.org/10.5430/wje.v12n3p1

Jones, B. L., & Donaldson, M. L. (2022). Preservice science teachers’ sociopolitical consciousness: Analyzing descriptions of culturally relevant science teaching and students. Science Education, 106(1), 3–26. https://doi.org/10.1002/sce.21683

Koerniawati, A., & Sintawati, M. (2024). The Influence of Project-Based Learning Method in Online Learning on the Cognitive Abilities. International Journal of Learning Reformation in Elementary Education, 3(01), 29–41. https://doi.org/10.56741/ijlree.v3i01.489

Krajcik, J. S., & Czerniak, C. M. (2018). Teaching Science in Elementary and Middle School. In Jakarta: PT. Rineka Cipta. Routledge. https://doi.org/10.4324/9781315205014

Lesman, I., Mulianti, M., Primawati, P., & Kassymova, G. K. (2023). Implementation of project-based learning (PjBL) model to increase students’ creativity and critical thinking skill in vocational creative product subjects. Jurnal Pendidikan Teknologi Kejuruan, 6(3), 202–215. https://doi.org/10.24036/jptk.v6i3.34023

Lombardi, D., Shipley, T. F., Bailey, J. M., Bretones, P. S., Prather, E. E., Ballen, C. J., Knight, J. K., Smith, M. K., Stowe, R. L., Cooper, M. M., Prince, M., Atit, K., Uttal, D. H., LaDue, N. D., McNeal, P. M., Ryker, K., St. John, K., van der Hoeven Kraft, K. J., & Docktor, J. L. (2021). The Curious Construct of Active Learning. Psychological Science in the Public Interest, 22(1), 8–43. https://doi.org/10.1177/1529100620973974

Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: how teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(1), 2. https://doi.org/10.1186/s43031-021-00042-x

Monika, P. S., Suharno, S., & Rahmasari, L. (2023). Effectiveness of Science Technology Engineering Mathematics Problem Based Learning (STEM PBL) and Science Technology Engineering Mathematics Project Based Learning (STEM PjBL) to Improve Critical Thinking Ability. Jurnal Penelitian Pendidikan IPA, 9(11), 9593–9599. https://doi.org/10.29303/jppipa.v9i11.4910

Omelianenko, O., & Artyukhova, N. (2024). Project-Based Learning: Theoretical Overview And Practical Implications For Local Innovation-Based Development. Economics & Education, 9(1), 35–41. https://doi.org/10.30525/2500-946X/2024-1-6

Parmiti, D. P., Rediani, N. N., Antara, I. G. W. S., & Jayadiningrat, M. G. (2021). The Effectiveness of Local Culture-Integrated Science Learning through Project-Based Assessment on Scientific Attitudes and Science Process Skills of Elementary School Students. Jurnal Pendidikan IPA Indonesia, 10(3), 439–446. https://doi.org/10.15294/jpii.v10i3.31301

Price, E., Ottati, V., Wilson, C., & Kim, S. (2015). Open-Minded Cognition. Personality and Social Psychology Bulletin, 41(11), 1488–1504. https://doi.org/10.1177/0146167215600528

Rehman, N., Huang, X., Mahmood, A., AlGerafi, M. A. M., & Javed, S. (2024). Project-Based Learning as a Catalyst for 21st-Century Skills and Student Engagement in the Math Classroom. Heliyon, 102, e39988. https://doi.org/10.1016/j.heliyon.2024.e39988

Saad, A., & Zainudin, S. (2024). A review of teaching and learning approach in implementing Project-Based Learning (PBL) with Computational Thinking (CT). Interactive Learning Environments, 2(2), 1–25. https://doi.org/10.1080/10494820.2024.2328280

Sahira, E., Sumardi, L., Sawaludin, S., & Zubair, M. (2023). Nilai dan Makna Dalam Kearifan Lokal Rumah Adat Suku Sasak. Jurnal Ilmiah Profesi Pendidikan, 8(4), 2594–2604. https://doi.org/10.29303/jipp.v8i4.1698

Sanchez, J. M. (2022). Development of Science Research Culture in Basic Education: A Theory Generation. Recoletos Multidisciplinary Research Journal, 10(1), 131–140. https://doi.org/10.32871/rmrj2210.01.10

Sharma, B. (2024). Local Curriculum in Basic Level Education: Cultural Connection Versus Academic Coherence. Pragyaratna प्रज्ञारत्न, 6(2), 161–173. https://doi.org/10.3126/pragyaratna.v6i2.70604

Suprapto, N., Prahani, B. K., & Cheng, T. H. (2021). Indonesian Curriculum Reform in Policy and Local Wisdom: Perspectives from Science Education. Jurnal Pendidikan IPA Indonesia, 10(1), 69–80. https://doi.org/10.15294/jpii.v10i1.28438

Waddington, C. H. (2017). The Scientific Attitude. In Meridian: A middle school computer technologies journal (Vol. 5, Issue 1). Routledge. https://doi.org/10.4324/9781315665382

Wahyudiati, D. (2022). Critical Thinking Skills and Scientific Attitudes of Pre-Service Chemistry Teachers Through the Implementation of Problem-Based Learning Model. Jurnal Penelitian Pendidikan IPA, 8(1), 216–221. https://doi.org/10.29303/jppipa.v8i1.1278

Warfvinge, P., Löfgreen, J., Andersson, K., Roxå, T., & Åkerman, C. (2022). The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected? European Journal of Engineering Education, 47(2), 211–229. https://doi.org/10.1080/03043797.2021.1942794




DOI: https://doi.org/10.24815/jipi.v9i1.42626

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Jurnal IPA & Pembelajaran IPA


JIPI (Jurnal IPA dan Pembelajaran IPA)

ISSN 2614-0500  (print) | 2620-553X (online)
Organized by Universitas Syiah Kuala 
Published by Master of Science Education Study Program Graduate School Universitas Syiah Kuala, Banda Aceh, Indonesia
Website : http://jurnal.usk.ac.id/jipi
Email     : jipi@usk.ac.id

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.