Contextualizing IPAS Learning through Local Wisdom: Toward a Culturally Rooted PjBL Model for Primary Education
DOI:
https://doi.org/10.33578/Keywords:
Science Literacy, Local Wisdom, Toba Nauli Philosophy, IPAS Learning, Project-Based Learning (PjBL), Elementary School, Needs AnalysisAbstract
This research aims to analyze the needs and readiness for the implementation of Science and Social Studies (IPAS) learning based on Project-Based Learning (PjBL) integrated with local wisdom values, particularly the Toba Nauli cultural philosophy, at the elementary school level. The background of the research is based on the low science literacy of Indonesian students in the 2022 PISA results and the disconnection between the content of Science and Social Studies (IPAS) and the local life context of the students. This research uses a descriptive qualitative-quantitative approach with data triangulation through interviews, observations, study of teaching module documents, and the distribution of Likert scale questionnaires to 20 teachers and 40 students in four elementary schools in the city of Medan. The research results show that teachers have a positive perception of the importance of PjBL and science literacy, as well as a high belief in the relevance of Toba Nauli values in IPAS learning (M = 4.20; SD = 0.68). However, the limitations of teaching modules, lack of training, and low use of local media have resulted in the cultural integration in learning not being optimally implemented. On the other hand, students show high enthusiasm for project-based learning, but their actual experience with learning that incorporates local culture is still very minimal (only 15% of students reported having experienced it). These findings indicate a significant potential that has yet to be realized within the current IPAS learning system. Therefore, this research recommends the development of a PjBL-based IPAS learning model that incorporates the Toba Nauli philosophy as a foundation for the local context to enhance students' science literacy in a meaningful, contextual, and culturally rooted manner. These findings are expected to serve as a conceptual and empirical foundation in designing transformative learning innovations in elementary schools.
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Copyright (c) 2025 Dyan Wulan Sari HS, Darinda Sofia Tanjung, Rumiris Lumban Gaol, Nova Florentina Ambarwati, Meikardo Samuel Prayuda, Dinesh Elango (Author)
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