The Integration of Ethnopedagogy in Science Learning to Improve Student Engagement and Cultural Awareness

This paper presents a study in applying ethnopedagogy by combining cultural learning and science education to assess the effect on student engagement and their cultural identity. This study stimulates students to care for their own ethnic identity, history and culture under modern era of social instability. The cultural identity itself can construct personal identity like the self concept and self esteem [51]. It is particularly essential for multicultural population of Indonesia with 633 ethnic groups. Ethnopedagogy approach has the function of supporting and protecting national values. The study involved 25 grade 7 junior high school students in Bima undertaking a project to create a model of the solar system. The study integrated indigenous knowledge and cultural practices related to the solar eclipse from the Bugis, Tidore, Yogyakarta, Solo, and Bima regions of Indonesia. A qualitative research method was applied to gather data using reflective journals, interviews, worksheets and a science test. The results show that integrating ethnopedagogy in science learning engages students in learning about their culture and develops problem-solving skills, while also improving information, communication, and technology (ICT) skills. An understanding of a scientific concept was developed through the learning experience, and the students developed their skills in communication and collaboration through completing the project in groups. Students faced the challenge of shifting their identity from passive to active learners and found the process to be a meaningful and enjoyable learning experience.


Introduction
Indonesia has more than a thousand cultural heritages [1]. Diversity is part of Indonesia's national identity, as stated by the motto "Bhinneka Tunggal Ika" (Unity in Diversity). Indonesian people live in diverse communities, representing many different cultures. Schools in Jakarta, as a capital city of Indonesia, for example, have students and teachers from different regions of Indonesia; therefore multicultural education is important due to the many unique and diverse cultures. In October 1994, UNESCO recommended multicultural education as a global commitment [2]. A multicultural education system encourages educational institutions to respond to the aspirations, needs, and demands of students from various backgrounds [3] Ethnopedagogy can be an effective tool for connecting science with culture. According to [4] state that ethnopedagogy relates to the background of ethnic groups. Ethnopedagogy can help students develop the right attitude towards national cultural values [5]. In a study [6], students were challenged to rethink the importance of their peoples' traditional values in their own lives. According to [7] suggests that the purpose of ethnopedagogy is the attainment of syncretism or the reconciliation of two or more cultural elements or systems, with the modification of both.
Ethnopedagogy in science learning related to classification societies, culture-related physical phenomena, the cultural systems and to incorporate the values and the knowledge society [8]. Furthermore, it is a system of knowledge including an explanation of the natural world, which are used for predictive purposes and has practical application [9]. Etnopedagogy in science is a crossdisciplinary science that connects the human or cultural anthropology with science learning. The study is gained by instilling the local knowledge that is contained in the culture of an ethnic group or community. Local knowledge is derived from ideas of local communities about everyday life including traditional values, beliefs and cultures [10].
Learning science integrated with ethnopedagogy approach aims to reconstruct the cultural knowledge [11]. There are five things that can be lifted science based learning with cultural approach, i.e. the idea of a dynamic concept of the concept of culture as well as useful materials on the construction of culture, the historical thinking of society in organizing nature, holistic reasoning in various sectors of science and technology, specific terms of each community group [12]. The application of this learning can help learners to improve learning and preserve its identity [13].
This study integrated Indonesian cultural education with learning about the solar system in a junior high school science class. The Ethnopedagogy elements of the class examined scientific concepts from the perspectiveMore specifically, people in the Yogyakarta, Bima, Solo, Bugis, and Tidore regions have traditions relating to solar and lunar eclipses, which can be related to the scientific analysis of the solar system. Every citizen is unique and is a source of spiritual values, and all ethnic groups develop a distinctive moral and spiritual culture. Ethnopedagogical knowledge is the result of cognitive activity in a student expressed as learning the basic concepts of folk pedagogy. Such ethnopedagogical knowledge reflects basic patterns and relationships that exist in nature and society, the violation of which creates negative and irreversible processes. Ethnopedagogical knowledge involves the interaction and interrelation of society with the natural environment, with a scientific basis of environmental management [8].
Student engagement as the focus of the study is considered as the amount of physical and psychological energy students devote to the academic experiences [14]. Student engagement is demonstrated by the expression of opinions, attitudes, and behaviors [15] and has been demonstrated as a key element in improving student performance [16][17][18] Highly engaged students are intrinsically motivated to invest in learning, attend classes, and participate in study activities. They are curious, ask questions, and enjoy learning-challenges. Vigorous and dedicated students are energetically immersed in their studies, which leads to success [19]. The curriculum and learning activities should have the following three characteristics to improve student engagement: (1) Relevancy: teachers should introduce topics that connect with students' interests and concerns; (2) Responsibility: teachers should allow students to have genuine control over what, why, how, and when they organize their learning; and (3) Reality: students should be tasked with solving real-life problems [20].
Students often find science as a difficult lesson [21] and are reluctant to engage in science learning. The classroom engagement greatly impacts student participation and performance. However, in conservative science classroom, content and material are hard through worksheets, lectures and reading out of a textbook. These monotonous ways have caused students to be disengaged in what they are learning. Students experience tough time paying attention, if they are enjoying and not engaged the lesson. Teachers need to change over their focus to a more interactive method. By allowing students to expropriate, students feel more self-directed and independent, leading their own learning [22]. Instilling an activity that attracts to students' affective domain can increase their engagement, interest and performance in science learning, which can develop their attitude toward science [23]. [24] argue that students' motivation and attitudes towards science and their beliefs as learners are significant for their science learning engagement and can bring positive effects on the quality and quantity of learning outcomes. Furthermore, providing students with appropriate opportunities and challenges to develop their skills can be considered one of the most significant ways of engaging them [25]. A challenge is suggested to be associated with positive emotions, dedication to the task and challenges [26]. In a science learning activity, students are more likely to indicate higher level of achievement when facing a hard challenge [27].
This study engaged students in project-based learning. Mitchell and Carbone [28] suggest that student engagement can be enhanced depending on the nature of the task. Learning activities develop students' engagement through their participation in the activities [29]. The learning activities in this study used multimedia and technology, such as powerpoint and projectors, to engage students and allow them to explore ways to present their learning [30,31]. Engagement does not mean core knowledge and traditional literacy should be discarded; rather, students want to learn in more engaging ways, while also understanding the learning process. They desire quality instruction delivered in socially, emotionally, and intellectually engaging ways [32]. School engagement affects students' positive feelings toward school [33] and if they do not feel engaged at school, they are likely to lose interest in studying [34]. For this reason, school engagement is a major factor which has both direct and indirect influences upon students' learning achievements [35].
Student interest and engagement in science lessons have been studied in previous research. According to [36], students' motivation, interest, and attitudes towards science, schools, and their beliefs as learners are important for their engagement in science learning and can positively affect the quality and quantity of learning outcomes. Fredericks et al. [16] suggest a framework for considering engagement that distinguishes between cognitive, behavioral, and emotional engagement; cognitive engagement refers to 664 The Integration of Ethnopedagogy in Science Learning to Improve Student Engagement and Cultural Awareness students' commitment to their learning; behavioral engagement represents students' participation in school, classroom, and after-school activities; and emotional engagement reflects students' reactions to peers, teachers, and schools.
Students' interest in science is a complex and diverse construct that is influenced by teachers' perceptions, the value of science as a discipline, enjoyment, and achievement [36]. Researchers have found that instructional and conceptual approaches to science education may affect students' attitudes, motivation, and perceptions of science as a discipline. The study stimulates students to care for their own ethnic identity, history and culture through science learning. It is particularly essential for multicultural population of Indonesia with 633 ethnic groups. Several surveys show that young people have lack of knowledge of their own culture, history, and language. The need for knowledge of ethno-culture integrated with science concept that contains historical, moral experience, and values is particularly significant for developing personal qualities that can enable students to relate and interact in a multicultural world.
There are some competencies that students must achieve with this learning process. Students must describe the motion of planets orbiting the solar system and describe the characteristics of the components of the solar system. Students must understand scientific phenomena involving science and technology, show an interest in science, support scientific inquiry, and be motivated to act responsibly towards natural resources and the environment.This study examined the influence of ethnopedagogy in engaging science students to learn about the solar system.

Methods
The study used a qualitative research methodology with multiple data collection methods consisting of reflective journals, interviews, and a science test. A quantitative analysis was not undertaken as part of this study. The qualitative data provided information on how the integration of ethnopedagogy developed students' engagement in learning about the solar system. According to [37], one of the basic characteristics of the qualitative research is based on the collections of descriptive data, which attempts to understand meanings given to contexts. Data analysis tends to be inductive in qualitative research [37]. There is no data collection or proof with the aim to confirm or deny hypotheses previously developed; instead, abstractions are developed when data are grouped. According to [38], data analysis in qualitative research tends to be conducted inductively using raw data, where detailed readings result in subjects, concepts, or models. Science learning activities were undertaken three times over two weeks.

Participant
Twenty-five Grade 7 science stream students of a public secondary school in Bima, West Nusa Tenggara wellknown participated in this study. The remaining (9 males and 16 females) students' responses were collected to analyse the improvement of student engagement and cultural awareness through the integration of ethnopedagogy in science education. They are 12-13 years old. They are originally from Bima region. It is hard for them to speak Indonesian, they usually speak their local language. Teacher centered was usually used as a learning method in their science learning.

Data Collection
The researchers conducted a semi-structured interview with science teachers and students, a class observation to understand the class culture, worksheets, reflective journal, and science test. Students were then given a worksheet containing questions about themselves such as their character, how they learn at home and school, their relationship with others in the class, and their culture. In the implementation phase, the data from reflective journals and field notes were collected through the science learning process. Students were divided into five groups to discuss separate articles on the solar system that integrated cultural practices from Bugis, Tidore, Yogyakarta, Solo, and Bima. Next, students were instructed to make a solar system model with materials such as clay, styrofoam, and watercolors. The students then presented and explained their model and the concept in front of the class. Finally, the data obtained through semi-structured interviews, the reflective journals, and the science literacy test were collected. The students reflected on the learning process regarding teamwork, their understanding of the relationship between culture and science, and the character traits they developed from the learning process.
The reflective journal was used to record information on students' perceptions of the learning activities and experiences. Field notes contained observations on how the integration of ethnopedagogy in the science project was conducted and students' science learning responses.
Observations contained written descriptions about students recorded by the researchers. Semi-structured interviews were undertaken using open-ended questions to elicit information on students' impressions towards the science project and their science literacy. The interview activities took ±10-15 minutes for each student and were recorded. The science literacy test, which included key science conceptual understandings, higher-order learning skills, and science in context, was also developed. Science in context was assessed by relating science knowledge to an environmental context. Higher-order learning was evaluated by students presenting and identifying superior questions and using a wide range of information sources.

Data Analysis
Science conceptual understanding, science in context, higher-order thinking skills, and effective aspects were formed to code the data using narrative texts. The results were verified by checking the compatibility and consistency with other data. Data were grouped into code and analyzed using both inductive and deductive approaches for analyzing qualitative data [39]. An inductive approach was formed to code the data collected from the interviews, reflective journals, and field notes, while a deductive approach was used to code the data on the science literacy test according to the coding criteria identified by [40]. The data were reduced by selecting, focusing, grouping, and removing unnecessary items [40].

The Integration of Ethnopedagogy in Science Learning
Ethnopedagogy integrated with science in the learning applies five stages: self-identification, content integration, collaboration, dialogue, and reflection. This study implemented three meetings that focused on the solar system. The integration of ethnopedagogy and science learning stages is shown in the picture below. The Integration of Ethnopedagogy in Science Learning to Improve Student Engagement and Cultural Awareness 3.1.1. Self Identification The first stages in the study is self identification which students' background are identified. At this stage, teacher give a questionnaire which consists of learning styles, cultural background, and students' characteristis questions. Below is the example of student responds on selfidentification process: Researche: Where are you from? Student 08 self-identified using an explanation about their hometown. This student identifies as a Bima citizen, distinguishing them from other people from different regions. Student 11 identified their own personal characteristics and explained their positive behavior in the class as active knowledge builders, it can be one of the student engagement elements that can be increased to develop students lifelong learning skills [41].

Content Integration
Understanding cultures in the content integration and self-identification were the first steps in the study. The student groups discussed the various traditions performed by the five different regions in Indonesia during solar and lunar eclipses. The student groups comprised a mix of students from different backgrounds, to replicate the workplace in which team members must accept cultural differences [42]. At this stage, students read and dicussed articles that integrate science and culture that happened in their daily life. This table 1 below shown the ethnopedagogy articles on solar system concept in science. The community conducts activities that involve looking for seafood with sustainable tools.
The tradition of finding fish or marine resources during the dark moon with traditional and sustainable tools known as kalawai. 2 Tidore: dolo-dolo eclipse tradition People in Tidore sound their musical instruments together.
This tradition aims to celebrate the lunar and solar eclipses. People in Tidore believe that during a solar or lunar eclipse a giant creature, named Suanggi, swallows the sun or moon. As a result, people sound their musical instruments (tifas) to drive the creature away.
Rice is stolen from a neighbor's house and made into a powder for smoothing over the body and beautifying the face.
The Bugis ethnic group steal rice around 2 palms from their neighbor to face the lunar eclipse. This is accepted by all as it is a tradition. The stolen rice is then processed into a powder. This traditional art from Yogyakarta emerged as an expression of gratitude for the abundance of the rice harvest.
Five or six people pound rice to a mortar with alu (a pounding wood), causing a rhythm. Before the advent of grinding machines, mortar was used to separate rice from the stem. There was a belief among the ancient Javanese people that the solar and lunar eclipses occurred because a giant known as Batara Kala ate the sun. They believed that beating objects, including mortars, would cause Batara Kala to expel the sun. Gejog Lesung is also associated with the belief of driving away giants during lunar eclipses.
This involves performing arts to encourage the spirit of the darkness to come during the total solar eclipse. There is also an exhibition of traditional utensils and cutlery so that people understand the culture and history.
This culture believes that darkness is imagined when a solar eclipse occurs; darkness does occur, but only for a moment. After darkness, comes light, and humans return to their original activities. The animals that hid when the solar eclipse took place come out of hiding and look for food. The momentary darkness was considered to be the spirit and is presented in the Kala Hayu (Marriage of the Great Kingdom) performance. The performance begins with a parade and then an art performance takes place, and a gratitude expression facing the solar eclipse. In addition, there is an exhibition of traditional household appliances that are increasingly used by the community. This exhibition aims to illustrate the drastic cultural changes, and the spirit of rural culture that once existed now has no trace. Table 1 above shows how the cultural aspects of each region were integrated into the science concept (the solar system). After answering the worksheet, the student groups discussed their article explaining the traditions outlined in The results of the study show that the integration of ethnopedagogy in science learning can increase students' cultural understanding and identity and contribute to their understanding in science.

Collaboration
After presenting students' understanding on the articles given, they make a project based on the science concept (solar system). At collaboration stage, the activities help promote the problem-solving skills of participants by enabling them to work together on problems that are difficult to solve individually [46]. Collaborative learning that encourages socio-cultural interactions among students should be integrated into the curriculum to enhance student communication and intrapersonal skills that proved by the interview below.
Researcher The worksheet and student interview statements above demonstrate that this project developed students' ability to engage with one another, evaluate their ideas, monitor their work together, and manage failure while solving a problem. Furthermore, students also understood their role in the group and how to build collaboration skills. Students realized their own roles, and that they could finish the project by collaborating and communicating effectively.

Dialogue
The next steps in this study is dialogue where students presented their projects and explained their sub-topic in front of the class. Each group presented their model in front of the group to improve their communication skills. There were five groups with two different projects such as lunar eclipse model and solar system model. This learning activity was designed to improve students' communication skills and understanding of science concept. The figure 2 below shows that students try to explain the concept of solar system model (the sequence of planets) based on their discussion and book.

Figure 2. Student Presentation in Science Learning
Based on figure 2, there were students who present their projects after having group discussion and the other students should ask question and be more critical towards the explanation. Critical thinking was required in collaboration and dialogue phase as no instructions or clues were provided other than the pictures of the solar eclipse, lunar eclipse, and the solar system shown on the projector. Equipped with an understanding of the concepts prior to commencing the project, the students understood the correct sequence and color. Furthermore, the project facilitated deep learning; once the concept is understood, students can apply the theories and principles to the project and engage meaningfully in the task [47]. 668 The Integration of Ethnopedagogy in Science Learning to Improve Student Engagement and Cultural Awareness

Reflection
The last stage in this study is reflection where the teacher as a facilitator direct the students to evaluate what they learned before. Students fill worksheet that ask about their changing after learning process. The interview below shows that student can reflect the integration and relation between solar system concept with their local traditions by making the project.
Researcher In this project, students were encouraged to apply problem-solving skills in their life. Critical and analytical thinking was required to complete the activities, which will help students in decision making. According to [48], problem-solving is an important skill for students. Problem-solving in science helps students to solve problems in their daily life by applying their science skills and knowledge. Students' difficulties in problem-solving can be overcome through various activities and strategies [49]. Students who had problems in understanding how the solar system works improved their knowledge through making a solar system model. Through interviews, the study found that students who participated in the problembased learning activities successfully improved their ability to recall and retain information about solar system concepts and the related cultural aspects.

Students' Engagement and Cultural Awareness in Science Learning
This study found that the integration of Ethnopedagogy and Science Education can develop students' engagement and cultural awareness in learning science by science conceptual understanding, cultural identity and learning identity.

Science Conceptual Understanding
Science conceptual understandings test was developed by the key of science literacy as curriculum requirement. The test included the aspects of higher-order learning skills and science in context, as the criteria identified by [40].
Making the solar system projects helped the students to understand the sequence of the planets and the process of the solar and lunar eclipse. In the final meeting, the teacher provided an explanation of the solar system and the students were required to complete a test. Students also completed the reflective journal at the end of each meeting to evaluate their understanding throughout the learning process. Students' conceptual understandings were developed throughout the science learning process. They learned which celestial bodies exist in the solar system, as demonstrated by the following statements: "I think there is the Sun, planet, comet, and  "In the solar system, we will study the circulation of The Moon towards Earth whose movements change during an interval of one month while the Earth rotates around the Sun in one year." (Student 02 worksheet, April 9, 2019) According to [50] stated that new knowledge construction in science is strongly influenced by the conceptions gained in prior learning. Physics, for example, relates to physical phenomena and its connection to students' daily lives, and students are encouraged to apply their science knowledge to their cultural traditions for meaningful learning experiences.

Cultural Identity
According to [51], cultural identity shows people's understanding of their values, norms, and characteristics that will lead and define their personal identity. Cultural identity can be defined as person's nature that includes beliefs, value in their environment [52].
Researcher According to the conversation above, student has been done their local tradition activity through solar eclips signs.The local traditions related to the solar eclipse are held not only in Bima but also in other regions of Indonesia. Students' understanding of their cultural identity can motivate them to learn more about scientific phenomena to understand the factual reason behind every tradition. They have a responsibility to preserve their culture and traditions. Students were excited to integrate cultural concepts with science.

Learning Identity
Worksheet and reflection journal was filled by students at the end of the study. The results show that students' character have changed along the learning process. At first student said that she was shy and not brave to present her works but at the end, she can reflect her identity by writing it in reflective journal.
" Based on the reflective journal entries above, it can be concluded that students' engagement in the class was affected by their environment and peers. Some did not ask questions or participate in the class because they were afraid of being ridiculed. This shows that teachers should stipulate instructions and rules prior to starting the learning activities to set behavioral expectations. It is essential that students listen to the opinions of others first and do not interrupt their peers while they are speaking. This finding can be applied to improve students' self-confidence and self-esteem and increase their engagement in the class [53]. Finally, the ethnopedagogy should be applied in science education to develop students' engagement and cultural identity. The study shows that the integration of ethnopedaogy with science education can help student to find their identity, improve their science concept through the traditions and beliefs that happened in their daily life.

Conclusions
The Integration of ethnopedagogy in a solar system model project developed students' engagement, science conceptual understanding and cultural identity in science learning. Through this study, students get new experience in learning science linked to their local culture. Through the process, students were able to see the relevance and importance of science in their daily lives. This study found that ethnopedagogy developed student understanding of scientific concepts, awareness of cultural identity, problem-solving skills, collaboration and communication skills, and information, communication, and technology (ICT) skills. Throughout self-identification stage, the teacher as facilitator must pay attention to students' cultural backgrounds and character in order to engage students in the learning process. Students learned to feel a responsibility toward their culture. The main challenge of this study was the language barrier; the students rarely speak Indonesian but rather their local language, and local culture related to natural science that in accordance with the topic of learning. Thus, the integration of ethnopedagogy in science learning can provide meaningful learning for students, developed students' engagement, and cultural awareness, because students not only learn the concepts, but also learn how science concept implement in their local culture through project-making activities.