Studies on culture and learning suggest that learning should integrate culture into lessons in the classrooms (Günay & Aydin, 2015). In the case study in Turkey, the teacher did not have sufficient competence or experience to carry out an effective learning process tailored to the needs of Syrian students due to the absence of skills and knowledge (Kotluk & Aydin, 2021). Therefore, these innovations rely on the support of teachers because they were assumed to their knowledge of teaching (Milne et al., 2015), and it is necessary to consider explaining not only their opinion but also the knowledge and skills as a new approach in learning (Lupión-Cobos, López-Castilla & Blanco-López, 2017; Wallace & Priestley, 2016). Growing teacher awareness is key in providing students a solid foundation for the further development of their knowledge and using strategies to foster improved relationships with their students (Snoek et al, 2018; Park & Martin, 2018). Science teachers, for example, are required to be able to create student-centered learning because it refers to the essence of science learning involving attitudes, processes, products. Teacher's enthusiasm for learning will relate to increased student achievement (Darling-Hammond, 2000).
Teaching science in more culturally (local science) responsive ways includes linking students’ activities to the curriculum, embedding real-world problems in the curriculum, and using examples that connect to students’ experiences (Mensah, 2021). Science is concerned with nature and with certain elements from within the world (Roth & Tobin, 2019). Furthermore, the culture of a society (local science) of a society determines how they educate their people because culture greatly influences individual approaches to education. Culture as a general term means the artifacts, beliefs, histories, information, languages, symbols, and ethics that are part of any people, with our families (Mensah, n.d.). It is crucial to develop a practical approach and connect science concepts with students' daily lives, for instance, a cultural approach or local science (Fasasi, 2017). In Indonesia, a science local in science learning is very recommended in the context of science education because the process combines culture and students' science (Nuralita, 2020). Learning science with a local science is the best choice for a culturally diverse country. Even though these innovative methods and strategies have proven successful, knowledge about local science is starting to leave, so the younger generation no longer understands the meaning of cultural activities in their area (Fasasi, 2017). Additionally, science learning always uses a national curriculum such as learning resources and learning media referring to those issued by national standards (teacher and student books). A heavy emphasis on the national science curriculum according to (Koirala, 2021) can be destroying teachers’ teaching styles in the classroom. So, in this context, science teachers rarely even never adopt local science resources to be connected to science learning in the classroom. Research shows that most science curricula in African countries are modeled on western curricula and, therefore, do not reflect African students' cultural backgrounds (Urevbu, 1984). In the East Nusa Tenggara case study, there is still a lack of research related to cultural approaches in science learning, such as the use of methods, models, and learning media to improve students' conceptual understanding, creative and critical thinking, scientific literacy, and problem-solving skills (Kasi, Samsudin, Widodo & Riandi, 2021). This according to (Hiwatig, 2008) has an impact on the low achievement of students in science because of the lack of appreciation for local science resources which also greatly affects students' attitudes and knowledge.
The current educational paradigm is to balance the developmental intellect (academic intelligence), emotion, and enthusiasm which is directed at developing cultural or science local value education. Learning by making students culturally sensitive and aware of global issues can equip them with the wisdom to form economic, political, social, and environmental decisions to create a better world (Andrews & Hasan, 2020). To achieve this goal, we need to study and develop local science in an area as an approach to learning science in the classroom that can harmonize local science inherited with modern science and reveal scientific concepts contained in local science, traditions, and local wisdom embraced by the culture of a group. Disclosure of scientific concepts through the study of knowledge by a certain cultural group and used as a learning approach in science class is called the ethnoscience approach. The ethnoscience approach teaches students about their personal and cultural experiences (Prins, Joubert, Ferreira-Prevost, & Moen, 2019), knowledge abilities, and previous achievements (Brown & Crippen, 2016; Abonyi, 1998). This approach was chosen to investigate the indigenous knowledge of the community and turn it into a scientific knowledge (Davison & Miller, 1998; Jegede, 1997; Vlaardingerbroek, 1990).
The application of the ethnoscientific teaching approach refers to science learning by Science for All Movement, UNESCO (1991) in which (a) the content, language, symbols, design, and curriculum objectives must be linked to the experiences and daily goals of children; (b) theory must be linked to practice, human goals, quality of life, and experiences in school with experiences outside of school; (c) teaching and learning must start from the beliefs, interests, and learning skills that students bring to class and must help each expand and revise their abilities and understanding (eg. Fasasi, 2017; Hiwatig, 2008). The application of the current curriculum needs to be structured to direct students to think critically and learn actively in seeking information, explaining a phenomenon, and explaining a problem. Curriculum content with science topics can be supported by involving local science and cultural activities, meaning that science teachers must be able to implement science learning with a cultural approach and local wisdom in the area where students live to build their interests and abilities (Sudarmin et al, 2019; Henno & Reiska, 2013).
Research using an ethnoscience approach in science learning has also been carried out in Indonesia, which is known for its cultural diversity such as the use of traditional games and traditional musical instruments as media and learning resources. However, the East Nusa Tenggara (NTT) area which has many cultural activities in every village rarely uses this approach, one of which is Nagekeo regency. Nagekeo is a regency in NTT whose people still preserve their cultural activities such as traditional rituals and traditions. The unifying symbol of the indigenous people of Nagekeo is 'Peo Nabe', a two-pronged wood (Peo) and a round flat stone under Peo, both of which are in the middle of the traditional village. Peo Nabe is also a symbol of the authority or dignity of a traditional village in Nagekeo.
The wood for making Peo and as pillars for building traditional houses is always selected as the moon is bright. Scientifically, this activity can be related to the existence of a dark moon (black moon) that occurs simultaneously with the super moon phenomenon where the moon will be at its closest point to the earth which can be related to the concept of rising water from the soil into the plants. In addition, the traditional house of Nagekeo, Soa Waja Ji Vao, is a stilt house with a red roof. In the concept of science, a stilt house is made to circulate air (ventilation process) under the plank floor (stage) to reduce humidity in the room. The use of reeds as roofs aims to isolate heat radiation from the sun because they are porous or hollow materials. Another cultural activity (social context) contrary to the scientific context is forest fire before hunting or Ndai activities so that the hunters can see the hunted animal. This activity runs counter to the scientific context of biodiversity that underpins ecosystem functions and the provision of services essential to human well-being, which in turn contributes to economic development.
The report on the results of the national examination from the Ministry of Education and Culture (https://hasilun.puspendik.kemdikbud.go.id/) revealed that the percentage of students who answered correctly in science lessons in Nagekeo was below the average (60%). It means that they still have difficulty in understanding scientific concepts in the material provided by the teacher. Contextually, the students conduct observation in a cultural context that is the implementation of the science concept.
In the material on measurement, substances, and their properties, for example, students have difficulty in answering questions. The indicator explains the concept of measurement and determines the basic quantities that make up the derived quantities. The students have not been able to explain well about the concept of measurement, mention valid measuring instruments, explain how someone is said to carry out the process of measuring, distinguish standard from non-standard units, explain the importance of using standard units and basic and derived quantities, and giving examples. In mechanics and solar systems, they have difficulty explaining the implementation of Newton's law and determining the acceleration of an object that is given a force. Students still find it difficult to explain the concepts of straight motion and force, gravity, and Newton's first law, the effect of force, and Newton's second law. They have difficulty explaining the concepts of velocity and acceleration in everyday life. They cannot explain the relationship between force, mass, and the acceleration of an object well.
For the material on living things and their environment, it is difficult for them to determine the type of interaction between the two components in the ecosystem, explain the advantages and disadvantages of the efforts made to overcome environmental damage, and analyze a more stable ecosystem if the same organism in the two ecosystems becomes extinct along with the reasons. They do not understand the concept of ecosystems and the diversity of living things in their environment. They have not shown an attitude of caring for the environment and being responsible and giving their critical thinking in the surrounding socio-cultural activities related to the damage to an area with diverse living things. In the material on the structure and function of living things, students in Nagekeo find it difficult to explain the digestive disorder due to certain diseases and identify reproductive organs that undergo certain processes. Several explanations related to students' difficulties in answering the indicators for evaluation questions from teachers exist in the context of local science in this region. Unfortunately, the science teachers in Nagekeo have not integrated science locally in science learning (Kasi, Y. F., Samsudin, A., Widodo, 2020).
Although researchers pay less attention to cultural, social, and gender issues (Cavas, P., Rannikmae, Yilmaz, & Ertepinar, 2012), several ethnoscience studies have become the focus in recent years (Sturtevant, 2017). These studies concentrated on variables such as student self-confidence (Price, C. A. & Chiu, 2018; Ardianti, Wanabuliandari, Saptono & Alimah, 2019) and motivation to learn science (Hiwatig, 2008). In the study of contributions to learning conditions, challenges to improve students' skills such as cognitive, affective, psychomotor, and critical thinking (Risdianto, Dinissjah, Nirwana & Kristiawan, 2020) and components of scientific literacy have been met (Dewi, Khery & Erna, 2019). Similarly, integrating local science in science learning seems to be an effective and sustainable technique for understanding the goals of some science curriculum improvements (Acharya, Rajbhandary& Acharya, 2019). Thus, the science local in science learning allows teachers to promote students' knowledge by engaging them in thinking.
Identification of local science or culture is important and useful because customary or cultural knowledge is very broad and original as a science (local science). An educational approach that focuses on student competence should be improved when we apply science to students' daily lives. Indigenous knowledge of science in cultural activities should be part of the school curriculum. Curriculum developers and teachers should collaborate with the elders to negotiate the inclusion of indigenous ways of life in science learning (Glasson, Mhango, Phiri & Lanier, 2010). Local science is very important to be applied in science learning as a method, model, and learning media to improve student variables such as conceptual understanding, creative and critical thinking, scientific literacy, and problem-solving skills. If the teacher can implement ethnoscience in science education well, it will result in good students with a sense of unity (Rachmawati, Octavia, Herawati & Sinaga, 2019). Thus, this study aims to explore and identify local science in community cultural activities to be implemented in the science classroom to introduce students to cultural values in everyday life under the concept of science and preserve local culture so that it does not become extinct.