Development of a Context-Based Learning Science Module Integrating Mappi Local Context for Papuan Students
- Shafira Amani
- Dina Rahmi Darman
- Dessy Norma Juita
- Sylva Sagita
- Maisa Hurul Aeni
- Wily Wandari
Keywords
- context-based learning
- mappi local context
- inclusivity
- papuan students
How to Cite
Abstract
This Research and Development (R&D) study aims to design and develop a Context-Based Science Learning Module integrating the local wisdom and natural environment of Mappi Regency (Papua) for Papuan students in the Primary School Teacher Education (PGSD) program at Universitas Negeri Jakarta (UNJ). These affirmative-action students frequently face significant cultural and academic transition barriers when learning abstract scientific concepts through unfamiliar metropolitan (Jakarta-centric) analogies. The research adapts the ADDIE instructional model, specifically focusing on the Analysis, Design, and Development phases, evaluated formatively through Expert Validation and student-based Readability Testing. Data was gathered via a digital Google Form needs assessment questionnaire, expert appraisal rubrics, and Likert-scale readability questionnaires administered to 53 Papuan PGSD students from Mappi. The needs analysis results indicated that 69.8% of students selected 'Characteristics of Living Things' as their primary initial learning need. The module was developed by integrating relevant examples of local Papuan flora and fauna, visually framed against the swampland and river landscapes of Mappi. Science content and learning media experts validated the module as highly feasible, with an average score of 92.0% (Highly Valid). The readability test completed by the 53 students yielded a very high average practicality score of 4.65 out of 5.00. Qualitative student feedback confirmed that the familiar visual backgrounds of Mappi's rivers and sago forests, alongside simplified language, acted as powerful cognitive-affective gateways that reduced academic anxiety, facilitated self-directed learning, and fostered sociocultural pride. This study provides a practical model for equitable, culturally responsive science material intervention in urban teacher colleges.
References
- Bennett, J., & Lubben, F. (2006). Context-Based Chemistry: The Salters Approach. International Journal of Science Education, 28(9), 999-1015. https://doi.org/10.1080/09500690600702496
- Bennett, J., Lubben, F., & Hogarth, S. (2007). Bringing Science to Life: A Synthesis of the Research Evidence on the Effects of Context-Based and STS Approaches to Science Teaching. Science Education, 91(3), 347-370. https://doi.org/10.1002/sce.20186
- Broman, K., Bernholt, S., & Christensson, C. (2022). Relevant or Interesting According to Upper Secondary Students? Affective Aspects of Context-Based Chemistry Problems. Research in Science & Technological Education, 40(4), 478-498. https://doi.org/10.1080/02635143.2020.1824177
- Florian, L., & Spratt, J. (2013). Enacting Inclusion: A Framework for Interrogating Inclusive Practice. European Journal of Special Needs Education, 28(2), 119-135. https://doi.org/10.1080/08856257.2013.778111
- Giamellaro, M. (2014). Primary Contextualization of Science Learning Through Immersion in Content-Rich Settings. International Journal of Science Education, 36(17), 2848-2871. https://doi.org/10.1080/09500693.2014.937787
- Giamellaro, M., Buxton, C., Taylor, J., Ayotte-Beaudet, J.-P., L'Heureux, K., & Beaudry, M.-C. (2025). The Landscape of Research on Contextualized Science Learning: A Bibliometric Network Review. Science Education, 109(3), 1097-1130. https://doi.org/10.1002/sce.21937
- Hüfner, S., Weirauch, K., List, F., Menthe, J., & Abels, S. (2025). Context-Based Science Education to Promote Diversity-Equity-Inclusion – A Systematic Literature Review on the Understanding of Context in Science Education. Studies in Science Education, 62(2), 283-323. https://doi.org/10.1080/03057267.2025.2563946
- Ishep, I., & Rizkil, T. (2025). Integration of Local Wisdom in Science Learning to Improve Science Literacy of Junior High School Students. Journal of Science Education and Environmental Literacy Global, 1(1), 1-7. https://doi.org/10.55681/jseelg.v1i1.17
- Lestari, I. G. A. M., Sudiatmika, A. A. I. A. R., & Suarjana, I. M. (2020). Validation of Environment-Based Science Module and Local Wisdom on Digestive System Materials. Journal of Science Education and Learning, 4(2), 134-143.
- O'Donoghue, J. (2019). Simplified low-cost colorimetry for education and public engagement. Journal of Chemical Education, 96(6), 1136-1142. https://doi.org/10.1021/acs.jchemed.9b00301
- Onwu, G. O. M., & Mufundirwa, C. (2020). A Two-Eyed Seeing Context-Based Approach for Incorporating Indigenous Knowledge into School Science Teaching. African Journal of Research in Mathematics, Science & Technology Education, 24(2), 229-240. https://doi.org/10.1080/18117295.2020.1816700
- Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18(4), 315-341. https://doi.org/10.1007/s10648-006-9029-9
- Rahmawati, R., & Azizah, N. (2021). Evaluation of Contextual Science Learning Based on Local Wisdom Using Literacy Tests and Student Response Questionnaires. Journal of Educational Evaluation, 12(2), 88-97.
- Sari, D. P., Nurhayati, N., & Widodo, H. (2021). Development of Local Wisdom-Based Science Modules with ADDIE Model to Improve Students' Science Literacy. Indonesian Journal of Science Education, 9(2), 189–198.
- van Vorst, H., & Aydogmus, H. (2021). One Context Fits All? - Analysing Students' Context Choice and Their Reasons for Choosing a Context-Based Task in Chemistry Education. International Journal of Science Education, 43(8), 1250-1272. https://doi.org/10.1080/09500693.2021.1908640
- Windschitl, M., Thompson, J. J., & Braaten, M. L. (2018). Ambitious Science Teaching. Harvard Education Press.
