A critical analysis about ethnoscience approach of the science teachers in "Peo Nabe"- Nagekeo using rasch model

Abstract

The research aims to identify the knowledge and activity to integrate culture as a part of the
learning science (ethnoscience approach) for the science teachers in “Peo Nabe” Nagekeo. The
research design has been the Cross-sectional approach. Participants who involved in this research
are 15 of science teachers (3 male teachers and 12 female teachers. Teaching experience the
teachers ranged from 5 to 20 years. The items consist of 43 questions which has been already
analyzed by Rasch analysis. The item questionnaire has ever been categorized regarding to the 3
items, that are; knowledge about cultural activities in “Peo Nabe” Nagekeo (item 1), curriculum,
teaching material and learning objectives (item 2), and media, learning model and evaluation
(item 3). The research results show that almost all science teachers in “Peo Nabe” Nagekeo do
not yet know and carry out science learning using ethnoscience approach. The teacher does not
realize that the ethnoscience approach can help with culture preservation efforts and student will
also develop on their own culture. Recommendation for this research should implement the
Teacher Professional Development (TPD) program in “Peo Nabe” Nagekeo using the
ethnoscience approach for science teachers.