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Ki Hadjar Dewantara was an Indonesian educational figure known as a
pioneer of national education and the Father of Indonesian Education. His
real name was Raden Mas Soewardi Soeryaningrat, born on May 2, 1889,
in Yogyakarta, Indonesia. Dewantara developed a trilogy of philosophies
that became the foundation of Indonesian education: “Ing Ngarsa Sung
Tuladha, Ing Madya Mangun Karsa, Tut Wuri Handayani”. Each philosophy
holds a deep meaning regarding the role of teachers and education in
shaping students' character:
Ing Ngarsa Sung Tuladha means setting an example when in
front. Teachers or educational leaders must be good examples for
their students through their actions, attitudes, and behaviors.
Teachers must impart moral and ethical values to their students.
Ing Madya Mangun Karsa means building enthusiasm (or spirit)
when in the middle. Teachers must be able to arouse students'
enthusiasm, motivation, and spirit. Teachers must be able to
stimulate students' creativity and interest in learning so that they
become individuals who are passionate about learning and
developing.
Tut Wuri Handayani means providing encouragement from
behind. Teachers must support and guide students to develop and
discover their potential. Teachers provide opportunities for students
to learn independently by offering direction and motivation from
behind.
Ki Hadjar Dewantara proposed the concept of education based on
Kodrat Alam (“the nature of nature”) and Kodrat Zaman (“the nature of
times”). Education based on Kodrat Alam is viewed as a process of
cultural fulfillment; therefore, teaching must develop and nurture
children's local characteristics and wisdom. The process of cultural
continuity through education is essential for the nation to continue
striving to achieve its goals. Ki Hadjar Dewantara viewed the
uniqueness of individual nature and cultural development as
interconnected and dynamic elements progressing within an education
system. Education based on Kodrat Zaman refers to the current
conditions experienced by students, such as the era of the Industrial
Revolution 4.0. Regarding the qualifications needed for the 21st century,
the Partnership for 21st Century Skills framework states that four
skills must be mastered by students: Critical Thinking, Communication,
Collaboration, and Creativity.
ABOUT PROJECT
Students were expected to learn according to Kodrat Alam (“the nature
of nature”) and Kodrat Zaman (“the nature of times”). This research
developed a science learning approach based on Ethno-STEM integrated
with ESEM-Web to improve critical thinking skills. This approach integrated
Science, Technology, Engineering, and Mathematics (STEM) with local
wisdom and technology in the context of sustainable development, using
concrete problems to raise awareness of existing issues, foster behaviour
that preserves the socio-cultural environment, and enhance critical
thinking skills regarding lifelong learning and Indonesianness.
Research Focus
Elementary School Students (ages 7-12 years): Improving their
critical thinking skills by developing and implementing science
learning based on Ethno-STEM integrated with ESEM-Web.
Teachers: Developing teaching materials based on the Ethno-STEM
integrated ESEM-Web approach to guide the implementation of this
learning method for enhancing students' critical thinking skills.
Research Steps
This research adapted the 4D development model proposed by
Sivasailam Thiagarajan, Dorothy S. Semmel, and Melvyn I. Semmel
(1974). The stages included:
Define: observation, problem analysis, in-depth interviews
Design: module design
Develop: validation, implementation, analysis
Disseminate: dissemination via ESEM-Web, journal publication,
copyright registration
RESEARCH BOARD
Finding analysis report
Assessment of the ESEM Project, aimed at identifying gaps, challenges,
and opportunities, involved the following three steps:
1. Assessing the validity of the learning kit through validation by 2
lecturers and 5 teachers.
2. Assessing the practicality of the learning kit by observing student
activities and identifying learning constraints.
3. Assessing the effectiveness of the learning kit using tests to
measure learning outcomes and critical thinking skills, as well as
analysing student response questionnaires regarding the ETHNO-
STEM learning approach and the ETHSEM-WEB platform."
Modules 1
This module aligns with the Phase C Learning Outcome for the social
science subject, which states: 'Students can utilize alternative energy
sources from surrounding resources.' The module aims to equip students
to critically analyze the problem of rice field pests (related to the 'nunggu
manuk' phenomenon) and determine appropriate actions. Students will be
able to critically identify energy sources, forms of energy, and energy
transformations associated with the 'nunggu manuk' phenomenon.
Furthermore, students will be able to critically apply energy principles to
design an effective tool for the 'nunggu manuk' practice. This module
fosters critical thinking, observation, and group discussion to enhance
student comprehension.
Modules 2
This worksheet comprises four parts designed to foster students' critical
thinking skills. First, students critically assess the safety of rice plants
concerning bird pests. Second, they identify various energy sources, forms
of energy, and energy transformations within the 'nunggu manuk'
phenomenon. Third, they design an effective 'nunggu manuk' tool. Lastly,
students evaluate the tool they designed. By completing these steps,
students are expected to enhance their critical thinking skills
