Integrating Local Culture into Biology Education: An E-Module and the Perceptions of Teachers and Students
DOI:
https://doi.org/10.55215/jber.v6i2.77Abstract
Integrating local culture into science education is a strategic effort to enhance the relevance of learning to students' lives while fostering appreciation for regional heritage. In the context of biology education, incorporating culturally-rooted examples can make abstract concepts more tangible and relatable. This study explores the development of an e-module that blends biological content with local cultural elements, along with an analysis of teachers’ and students’ perceptions of its effectiveness. This study aims to explore teachers’ and students’ perceptions of e-module that incorporates Golok Tarisi, a form of local culture, within the context of biology education. A descriptive qualitative approach supported by quantitative data was employed. Participants consisted of biology teachers and eleventh-grade students selected through purposive sampling. Data were collected through Likert-scale questionnaires, semi-structured interviews, and classroom observations. The findings reveal that both teachers and students responded positively to the digital e-module. Teachers perceived it as relevant to biology content, easy to use, and more engaging than conventional teaching materials. Students stated that the e-module made learning more enjoyable, increased their motivation, and facilitated better understanding of biological concepts. Classroom observations indicated enhanced student interaction, critical thinking, and awareness of local environmental issues. However, several challenges were identified, including limited access to digital tools and gaps in digital literacy. In conclusion, the digital e-module based on local culture was found to be effective in supporting digital literacy, learning motivation, and conceptual understanding, while also strengthening students’ cultural identity. This study contributes to the development of contextual, interactive, and sustainable models for biology education.
References
Afza, A., Novianti, S., & Sari, L. Y. (2022). Factors caused difficulty in learning IPA for student. Journal Of Biology Education Research (JBER), 3(2), 1–10.
Aisyah, S., Noviyanti, E., & Triyanto. (2020). Bahan ajar sebagai bagian dalam kajian problematika pembelajaran Bahasa Indonesia. Salaka, 2(1), 62–65.
Asari, S. M. M. K., Suaib, N. M., Abd Razak, M. H., Ahmad, M. A., & Shaleh, N. M. (2024). Empowering skill-based learning with augmented reality and virtual reality: A case study. IEEE International Symposium on Consumer Technology (ISCT), 225–229.
Astuti, W., Nurkamto, J., Subiyantoro, S., & Rochsantiningsih, D. (2024). Exploring the potential development of digital modules for arts and culture learning based on local culture: A mixed-method study on Bedhaya Ketawang dance. Edelweiss Applied Science and Technology, 8(5), 2327–2342.
Creswell, J. W. (2014). Research design : Qualitative, quantitative, and mixed methods approaches. Pustaka Pelajar.
Giawa, I. P. (2023). Pengembangan modul sistem fotosintesis pada tumbuhan kelas VIII untuk siswa SMP Negeri 2 Lolomatua. FAGURU : Jurnal Ilmiah Mahasiswa Keguruan, 2(1).
Haka, N. B., Pamungkas, M. F., Masya, H., Rakhmawati, I., & Hidayah, N. (2024). Desain, development, and evaluation of Biology e-modules website based on local wisdom of the Baduy Tribe: Strengthening Pancasila student profiles on Ecosystem material. E3S Web of Conferences, 482, 1–12.
Imanuria, C. N., Sulistyowati, P., Yulianti, Ghozali, S., & Izzatif, N. (2024). Pengembangan e-modul berbasis kearifan lokal Jawa Timur. Mindset: Jurnal Pemikiran Pendidikan Dan Pembelajaran, 4(2), 55–64.
Khovia, K. (2021). Pemanfaatan media lingkungan dalam meningkatkan motivasi belajar siswa pada pembelajaran tematik di Madrasah Ibtidaiyah Darul Ulum Sukorambi Jember. Indonesian Journal Of Islamic Teaching, 4(1), 79–91.
Laily, N. N., & Fawaida, U. (2024). Implementation of the ethno-STEM approach (Science, Technology, Engineering, and Mathematics ) in science learning to improve critical thinking skills and interest of students. Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran Dan Pengembangan Pendidikan Islam, 5(1), 70–85.
Lathifah, S. S., Widodo, A., Kaniawati, I., & Sriyati, S. (2024). Local wisdom in agriculture of Urug Indigenous Village as an alternative Biology learning resource. IJESAS, 322–332.
Lestari, Y., & Arsih, F. (2024). Analisis respon guru terhadap pengembangan booklet pembelajaran Biologi pada materi permasalahan lingkungan dan upaya mengatasinya terintegrasi budaya lokal masyarakat paninjauan, Tanah Datar. Edusainstika: Jurnal Pembelajaran MIPA, 4(2), 73–83.
Nayazik, A. (2024). The validity of student worksheets based on ethno-STEM material on volume of rotating objects. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 8(2), 313.
Nugraheni, F. S. A., Sari, M. W., Wati, I. K., & Suciati, Widyastuti, A. Kamaliah, K. (2023). Indigenous knowledge and its potential for junior high school ethno-STEM learning. AIP Conference Proceedings, 2540(1), 8.
Nurhasnah, Nf., Azhar, M., Yohandri, Nf., & Arsih, F. (2022). Ethno-STEM in science learning : A systematic literature review. Jurnal Teknologi Pendidikan, 10(02), 147–163.
Putri, Z. A., & Arsih, F. (2024). Analisis respon guru terhadap pengembangan modul praktikum Bioteknologi berbasis kearifan lokal terintegrasi Al–Qur’an. Edusainstika: Jurnal Pembelajaran MIPA, 4(2), 101–107.
Ramadhani, I. K., & Rosy, B. (2023). The development of Augmented Reality (AR) based learning modules in office technology and correspondence subjects. Jurnal Pendidikan Administrasi Perkantoran (JPAP), 11(2), 99–108.
Ritonga, A. P., Andini, N. P., & Iklmah, L. (2022). Pengembangan bahan ajaran media. Jurnal Multidisiplin Dehasen (MUDE), 1(3), 343–348.
Roesmawati, L., Suprijono, A., & Yani, M. T. (2022). Pengembangan handout pembelajaran berbasis kearifan budaya lokal reog pada pembelajaran IPS untuk penguatan pendidikan karakter siswa Sekolah Dasar. Jurnal Basicedu, 6(5), 8909–8922.
Santa, S., Lathifah, S. S., Aulia, D. N., & Meyradhia, A. G. (2024). Development of a smart module on hydrological cycle based on SDGs as a source of Science studies for primary school students. Jurnal Penelitian Pendidikan IPA, 10(3), 1492–1499.
Sari, M. W., Wati, I. K., Nugraheni, F. S. A., Suciati, S., Widyastuti, A., Kamaliah, K., Raihana, A. S., & Octavia, E. (2023). Development of ethno-STEM based Science learning tools. Journal Intellectual Sufism Research (JISR), 5(2), 95–101.
Suanda, I. W., Subrata, I. M., & Rusmayanthi, K. I. (2024). Pendekatan etnopedagogi sebagai media pelestarian kearifan lokal dalam pembelajaran Biologi. SEMBIO: Prosiding Seminar Nasional Biologi Dan Pendidikan Biologi, 13(02), 49–54.
Syamsinar, S., & Yusuf, M. J. (2019). Analysis of instructional material based on English for specific purposes on the needs of Management students at STIE Tri Dharma Nusantara. Exposure : Jurnal Pendidikan Bahasa Inggris, 8(2), 228–244.
Vashisht, S. (2024). Enhancing learning experiences through augmented reality and virtual reality in classrooms. 2024 2nd International Conference on Recent Advances in Information Technology for Sustainable Development (ICRAIS).
Wini, W. M., Nerita, S., & Sari, L. Y. (2022). The relationship of students learning motivation with Biology learning outcomes for class XI. Journal Of Biology Education Research (JBER), 3(1), 39–44.
Yulia, N. M., & Suttrisno, S. (2024). Developing local wisdom-based augmented reality modules for Science and Social studies learning in Elementary Schools. AL-ISHLAH: Jurnal Pendidikan, 16(4), 5549–5560.
Yuliana, Nurwahidah, I., & Widiyawati, Y. (2023). Development of ethno-STEM learning module based on Javanese Gamelan. Journal of Science Education Research, 7(2), 130–139.
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal Of Biology Education Research (JBER)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
