Published date: Apr 26 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Models and Teaching Approaches

Pages: 772–781

DOI: 10.18502/kss.v9i13.15996

Zaimatu SholihahMagister of Science Education Department, Sebelas Maret University, Central Java, Indonesia

‎ SuciatiMagister of Science Education Department, Sebelas Maret University, Central Java, Indonesia

Prabang SetyonoMagister of Science Education Department, Sebelas Maret University, Central Java, Indonesia

Teaching science in schools rarely includes local wisdom. Local wisdom-based learning is more suitable for the regional characteristics and students’ daily life experiences and also supports sustainability and cultural diversity. The reconstruction of indigenous science into scientific knowledge will show the part of local wisdom that is suitable for science learning. This research aimed to reconstruct indigenous science into scientific knowledge from the process of natural color that was conducted in the community of Lurik Klaten in Pedan and Cawas Subdistrict, Klaten Regency, Central Java, Indonesia. The outcome of this research was scientific knowledge from the result of indigenous science reconstruction that was based on society’s culture about the process of natural color. The expected benefit of this research was to be the contextual educational resource for teachers of science in the school. The method of this research was qualitative descriptive through visceral interviews, direct observation and document study about the traditional process of natural color. The research focused on natural color production, especially on knowledge of traditional lurik craftsman related to the raw materials of natural color and also the process of coloring lurik. The obtained data were analyzed, verified, and constructed into scientific knowledge and were interpreted to get meaningful information. The conclusion was that there was five indigenous science from natural color production which could be reconstructed into scientific knowledge and also appropriate with several competences in science education.

Keywords: Indigenous Science, Natural Color Process, Lurik Klaten

[1] Sumarni W, Sudarmin, Wiyanto, Supartono. The reconstruction of society indigenous science into scientific knowledge in the production process of palm sugar. Journal of Turkish Science Education. 2016;13(4).

[2] Sudarmin. Pendidikan karakter, etnosains dan kearifan lokal. Fakultas Matematika dan Ilmu Pengetahun Alam, UNNES. 2014.

[3] Agrawal A. Indigenous and scientific knowledge: Some critical comments. Antropologi Indonesia. 2014.

[4] Nadlir M. Urgensi pembelajaran berbasis kearifan lokal. Jurnal Pendidikan Agama Islam ( Journal of Islamic Education Studies). 2016;2(2).

[5] Battiste M. Indegenous knowledge: Foundation for first nation. Canada: University of Saskatchewan; 2005.

[6] Mediastari AA. Potensi kearifan lokal ramuan usada untuk mengatasi penyakit rematik di desa Tengkudak kecamatan Penebel kabupaten Tabanan. WidyaKesehatan. 2020;2(1). https://doi.org/10.32795/widyakesehatan.v2i1.606.

[7] Hariyanto I. Tenun lurik dalam kehidupan masyarakat Jawa. CORAK. 2013;2(2). https://doi.org/10.24821/corak.v2i2.2334.

[8] Budiarti T. Tenun lurik karya sumber rezeki tex cawas Klaten woven lurik produced by sumber rezeki Tex Cawas Klaten. Pendidikan Seni Kerajinan-S1 (e-Craft). 2019;8(1):43–53.

[9] Adji PS, Wahyuningsih N. Kain lurik: Upaya pelestarian kearifan lokal. ATRAT Jurnal Seni Rupa. 2018;6(2).

[10] Natalia WA, Widiawati D, Sachari A. Perancangan produk fashion bagi masyarakat urban Indonesia dengan pemanfaatan tenun lurik Jawa pedan. Serat Rupa Journal of Design. 2019;3(2). https://doi.org/10.28932/srjd.v3i2.1002.

[11] Sudarmin S, Mastur Z, Parmin P. Pengetahuan ilmiah berbasis budaya dan kearifan lokal di Karimunjawa untuk menumbuhkan soft skills konservasi. Jurnal Penelitian Pendidikan Sains. 2017;6(2). https://doi.org/10.26740/jpps.v6n2.p1363-1369.

[12] Creswell A, John W. Research design : Pendekatan metode kualitatif, kuantitatif, dan mixed. Research design : Pendekatan metode kualitatif, kuantitatif, dan mixed. 2009.

[13] Tresnawati N. Pembelajaran sains berbasis kearifan lokal dalam upaya peningkatan konservasi lingkungan pada mahasiswa PGSD di batik tulis Ciwaringin Cirebon. Al Ibtida: Jurnal Pendidikan Guru MI. 2018;5(1).. https://doi.org/10.24235/al.ibtida.snj.v5i1.2603.

[14] Suastra IW. Model pembelajaran sains berbasis budaya lokal untuk mengembangkan kompetensi dasar sains dan nilai kearifan lokal di SMP. Jurnal Pendidikan dan Pembelajaran. 2010;43(2).

[15] Pujilestari T. Review: Sumber dan pemanfaatan zat warna alam untuk keperluan industri. Dinamika Kerajinan dan Batik: Majalah Ilmiah. 2016;32(2).

[16] Indraningsih AW. Natural dyes from plants extract and its applications in Indonesian textile small medium scale enterprise. Eksergi. 2014;11(1). https://doi.org/10.31315/e.v11i1.327.

[17] Adalina Y, Agustini L, Rosandy A. Sumber bahan pewarna alami sebagai tinta sidik jari pemilu. Media Penelitian dan Pengembangan Kesehatan. 2014;24(1).

[18] Kasmudjo. Teknologi hasil hutan. Cakrawala Media. Yogyakarta; 2010.

[19] Karlina Y, Adirestuti P, Agustini DM, Fadhillah NL, Fauziyyah N, Malita D. Pengujian potensi antijamur ekstrak air kayu secang terhadap Aspergillus niger dan Candida albicans. Chimica et Natura Acta. 2016;4(2). https://doi.org/10.24198/cna.v4.n2.10676.

[20] Siswani MD, Suwarno. PTK (Penelitian Tindakan Kelas) dengan pembelajaran berbasis kearifan lokal dan penulisan artikel ilmiah di SD Negeri Kalisube Banyumas. Khazanah Pendidikan: Jurnal Ilmiah Kependidikan. 2016;IX, no.2).