Integration of Traditional Ecological Knowledge in Problem-Solving Model: Its Impact on Students' Learning Outcomes and Environmental Awareness
Keywords:
Traditional Ecological Knowledge; problem solving; hasil belajar; kesadaran lingkungan; pembelajaran biologiAbstract
Students’ low academic achievement and limited environmental awareness suggest that biology instruction has not yet fully supported the development of both conceptual understanding and environmental responsibility. In many cases, learning also remains disconnected from students’ local contexts, particularly from Traditional Ecological Knowledge(TEK), which can make scientific concepts feel less meaningful and relevant to their everyday lives. Addressing this gap requires learning approaches that are both contextual and engaging. Therefore, this study aims to examine the impact of integrating TEK into the Problem Solving model on students’ learning outcomes and environmental awareness. This study employed a quasi-experimental method with a post-test only control group design. The sample consisted of two groups of 10th-grade students at SMA Negeri 4 Payakumbuh, namely an experimental class and a control class. The instruments used included a learning outcome test and an environmental awareness questionnaire, both of which had been validated. Data were analyzed using independent sample t-tests and descriptive analysis. The results showed that students in the experimental class achieved higher average learning outcomes (83.69) compared to those in the control class (78.57), with a statistically significant difference at the 0.05 level (t-calculated = 2.45 > t-table = 1.67). In terms of environmental awareness, students in the experimental class also demonstrated higher scores, particularly in the knowledge aspect (81.80 vs. 73.37) and critical awareness (73.85 vs. 67.24). However, improvements in the attitude and behavior aspects were relatively modest.
These findings suggest that integrating TEK into the Problem Solving model can effectively enhance students’ cognitive outcomes and their critical awareness of environmental issues. Nevertheless, fostering changes in environmental attitudes and behaviors may require more sustained and long-term educational interventions.
Downloads
References
Arı, E., & Yılmaz, V. (2017). Effects of environmental illiteracy and environmental awareness among middle school students on environmental behavior. Environment, Development and Sustainability, 19(5), 1779–1793. https://doi.org/10.1007/s10668- 016-9826-3
Berkes, F. (1993). Traditional Ecological Knowledge in Perspecctive. Dalam J. T. Inglis (Ed.), Traditional Eccologicacl Knowledge: Concepst and Cases. Canadian Mudeum of Nature.
Berkes, F., Folke, C., & Gadgil, M. (1995). Traditional Ecological Knowledge, Biodiversity, Resilience and Sustainability. Kluwer Academic Publisher.
Collins, S. P., Storrow, A., Liu, D., Jenkins, C. A., Miller, K. F., Kampe, C., & Butler, J. (2021). Penerapan Metode Studi Kasus Dalam Penelitian Kualitatif. 5(2), 167–186.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-ana lyses related to achievement. London: Routledge.
Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8–21. https://doi.org/10.1080/00958964.1990.10753743
Kamila, S. H., & Waluya, S. B. (2023). Systematic Literature Review: Model Pembelajaran Dalam Meningkatkan Kemampuan Berpikir Kritis Pada Pembelajaran Matematika. Prosiding Seminar Nasional OPPSI 2023, 2, 8 21.
Liska, L., Ruhyanto, A., & Yanti, R. A. E. (2021). Penerapan Model Pembelajaran Problem Solving Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa. J KIP (Jurnal Keguruan Dan Ilmu Pendidikan), https://doi.org/10.25157/j-kip.v2i3.6156 2(3), 161
Saylor, C. R., Alsharif, K. A., & Torres, H. (2017). The importance of traditional ecological knowledge in agroecological systems in peru. International Journal of Biodiversity Science, Ecosystem Services and Management, 13(1), 150–161. https://doi.org/10.1080/21513732.2017.1285814
Sinthumule, N. I. (2023). Traditional ecological knowledge and its role in biodiversity conservation: a systematic review. Dalam Frontiers in Environmental Science (Vol. 11). Frontiers Media SA. https://doi.org/10.3389/fenvs.2023.1164900
Sumarwati, & Anindyarini, A. (2017). Proceeding of 2nd International Conference of Arts Language And Culture The Importance Of Traditional Ecological Knowledge Taught In Rural Primary School. Proceeding of 2nd International Conference of Arts Language And Culture.
Susanti, S., Aminah, F., Assa’idah, I. M., Aulia, M. W., & Angelika, T. (2024). Dampak Negatif Metode Pengajaran Monoton Terhadap Motivasi Belajar Siswa. PEDAGOGIK Jurnal Pendidikan Dan Riset, 2(2), https://journal.ummat.ac.id/index.php/fkip/article/view/10044/pdf 86–93.
Zendrato, E., & Andriani Zega, N. (2023). 18382-Article Text-60466-1-10 20230921. Penerapan Model Pembelajaran Problem Solving Untuk Meningkatkan Hasil Belajar Biologi Peserta Didik Kelas Xi Sma Negeri 1 Lahewa, 6 Nomor 3,(3), 521–527.
Zulyetti, D. (2024). Empowering Traditional Ecological Knowledge throught Project Based Learning Models to Enhancing Students ’ Environmental Literacy Empowering Traditional Ecological Knowledge throught Project Based Learning Models to Enhancing Students ’ Environmental Lite. 3(2), 512–519.
Zulyetti, D., Wiyaguna, D., Lufri, L., Andromeda, A., & Mufit, F. (2025). Comparative analysis of environmental awareness among students in senior high schools, vocational schools, and islamic schools: Implications for enhancing naturalistic intelligence. DWIJA CENDEKIA: Jurnal Riset Pedagogik, 9(1), 87. https://doi.org/10.20961/jdc.v9i1.97546
.png)
