The Reconstruction of society ındigenous science into scientific knowledge in the production process of palm sugar

Authors

  • Woro Sumarnı Postgraduated Program, Semarang State University, INDONESIA
  • Sudarmin Chemistry Education Study Program, Semarang State University, INDONESIA
  • Wiyanto Physics Education Study Program, Semarang State University, INDONESIA
  • Supartono Chemistry Study Program, Semarang State University, INDONESIA

DOI:

https://doi.org/10.36681/

Keywords:

Palm sugar, palm nira, contextual learning, society knowledge, scientific knowledge

Abstract



This research was aimed to reconstruct society indigenous science into scientific knowledge in the production process of palm sugar that was conducted on the people of Lendoh Hamlet, Leban Village, Boja Subdistrict, Kendal Regency, Central Java, Indonesia. The outform of this research were numbers of scientific knowledge from the result of society indigenous science reconstruction that was based on Javanese Culture about the production of palm sugar. The expected benefit of this research was to be the contextual educational resource for teacher of science on the school. The method of this research was qualitative descriptive through visceral interview, direct observation and document study about traditional production of palm sugar, and also scientific literature about nira and palm sugar. The research focus was the tradition of palm sugar production especially on knowledge of traditional sugar craftsman related to the raw materials palm nira and palm sugar production process. The obtained data were analyzed, verified, and constructed into scientific knowledge and were interpreted to get meaningful information. The conclusion was that there were five ten indigenous science from the palm sugar production which could be reconstructed into scientific knowledge.

Downloads

Download data is not yet available.

References

Aikenhead, G., & Elliott, D. (2010). An Emerging Decolonizing Science Education in Canada . Canadian Journal of Science, Mathematics and Technology Education, 10, 321-338.

Battiste, M. (2005). Indegenous Knowledge:Foundation for First Nations. Canada: University of Saskatchewan.

Cajete, G. (2000). Indigenous Knowledge: The Pueblo Metaphor of Indigenous Education. In M. Battiste(Ed.), Reclaiming Indigenous Voice and Vision (pp. 181-191). Vancouver, BC: University of British Columbia Press.

Chaudhuri, B. (2015). Science in society: challenges and opportunities for indigenous knowledge in the present-day context. . Global Bioethics Volume 26, Issue 2. DOI:10.1080/11287462.2015.1037140, 78-85.

Damasceno, L. F., Fernandes, F. A., Magalhães, M. M., & Brito, E. (2008). Evaluation and Optimization Of Non Enzymatic Browning Of “Cajuina” During Thermal Treatment. Braz. J. Chem. Eng. vol.25 no.2, 313 – 320.

De Man, J. (1998). Kimia Makanan. Bandung: ITB.

Dewi, S. R., Izza, N., Agustiningrum, D. A., Indriani, D. W., Sugiarto, Y., Maharani, D. M., & Yulianingsih, R. (2014). Pengaruh Suhu Pemasakan Nira Dan Kecepatan Pengadukan Terhadap Kualitas Gula Merah Tebu . Jurnal Teknologi Pertanian Vol. 15 No. 3 , 149-158.

Djulia, E. (2005). Peran Budaya Lokal Dalam Pembentukan Sains. Bandung: Universitas Pendidikan Indonesia.

Duit, R. (2007). Science Education Research Internationally: Conception, Research Methods, Domains of Research. . Eurasia Journal of Mathematics, Science & Technology Education, 3(1),, 3-15.

Estiasih, E. (2009). Teknologi Pengolahan Pangan. Jakarta: Bumi Aksara.

Halim, A., Jawan, J., Ismail, S. R., Othman, N., & Masnin, M. H. (2013). Traditional knowledge and environmental conservation among indigenous people in Ranau, Sabah . Selangor, Malaysia. Global Journal of Human Social Science Geography , Geo-Sciences, Environmental & Disaster Management Vol 13, Issue 3 version 1.0.

Heyne, K. (1987). Tumbuhan Berguna Indonesia, jil. 1. Jakarta: Yayasan Sarana Wana Jaya.

Hollenburg, D., Zakus, D., Cook, T., & Xu, X. (2008). Re-positioning the role of traditional, complementary and alternative medicine as essential health knowledge in global health: Do they still have a role to play? . World Health & Population, 10(4), 62-75. 292

İrez, S., & Çakır, M. (2006). Critical Reflective Approach to Teach the Nature of Science: A Rationale and Review of Strategies. Journal of Turkish Science Education , Vol 3 (2), 7-23.

Irzik, G. (2001). Universalism, Multiculturalism, and Science Education . Science Education 85(1), 77-79.

Jegede, O., & Okebukola, P. A. (1989). Influence of Socio-Cultural Factor on Secondary Students’ Attitude toward Science.

McKinley, E., & Stewart, G. (2012). Out of place: Indigenous Knowledge in the science curriculum. In: Fraser, B. J.; Tobin, K. G.; McRobbie, C. J. (Eds.) Second International Handbook of Science Education. . New York: Springer Dordrecht Heidelberg.

Mercer, J., Kelman, I., Suchet-Pearson, S., & Lloyd, K. (2009). Integrating indigenous and scientific knowledge bases for disaster risk reduction in Papua New Guinea. Geografiska Annaler: Series B, Human Geography 91 (2), 157–183.

Michell, H., Vizina, Y., Augustus, C., & Sawyer, J. (2008). Learning Indigenous Science from Place : Research Study Examining Indigenous-Based Science Perspectives in Saskatchewan First Nations and Métis Community Contexts . . Canada : Aboriginal Education Research.

Rist, S., & Dahdouh-Guebas, F. (2006). Ethnosciences––A step towards the integration of scientific and indigenous forms of knowledge in the management of natural resources for the future. . Environ Dev Sustain 8 DOI 10.1007/s10668-006-9050-7, 467–493.

Robbins, J. &. (2011). Traditional Indigenous approaches to healing and the modern welfare of traditional knowledge, spirituality and lands: A critical reflection on practices and policies taken from the Canadian Indigenous example. The International Indigenous Policy Journal, 2(4). .

Snively, G., & Corsiglia, J. (2000). Discovering Indigenous Science: Implications for Science Education” . Science Education,Vol.85(1), 7-34.

Suardana, I. N. (2010). Pengembangan model praktikum kimia dasar berbasis budaya Bali untuk meningkatkan keterampilan perpikir mahasiswa. Dissertation. Bandung: Universitas Pendidikan Indonesia.

Suastra, I. (2005). Merekonstruksi Sains Asli (Indigenous Science) dalam Upaya Mengembangkan Pendidikan Sains Berbasis Budaya Lokal di Sekolah. Jurnal Pendidikan dan Pengajaran. 38 (3), 377-396.

Suastra, I. W. (2010). Model Pembelajaran Sains Berbasis Budaya Lokal untuk Mengembangkan Kompetensi Dasar Sains dan Nilai Kearifan Lokal di SMP. Jurnal Penelitian dan Pengajaran 43 (2), 8-16.

Sudarmin; Asyhar, R. (2012). Transformasi Pengetahuan Sains Masyarakat menjadi Sains Ilmiah Pada Proses Produksi Jamu Tradisional. Edu-Sains Vol. 1 No. 1, 1-7.

Sudarmin; Sumarni, W.; Hartono. (2009). Merekonstruksi Pengetahuan Sains Asli Masyarakat (Indegeneous Science) Berbasis Budaya Jawa Sebagai Sumber Belajar Sains dan Mengembangkan Keterampilan Generik Sains Bagi Siswa. Report of Fundamental Research. Semarang: UNNES.

Winkelman, M. (2009). Culture and Health: Applying Medical Anthropology. . Hoboken, NJ: Wiley.

Yavuz Topaloğlu, M., & Balkan Kıyıcı, F. (2015). The Opinions of Science and Technology Teachers Regarding the Usage of Out-Of-School Learning Environments in Science Teaching. Journal of Turkish Science Education, Vol 12 ( 3), 31-50 doi: 10.12973/tused.10145a).

Downloads

Issue

Section

Articles

Published

15.12.2016 — Updated on 15.12.2016

Versions

How to Cite

Sumarnı, W., Sudarmin, Wiyanto, & Supartono. (2016). The Reconstruction of society ındigenous science into scientific knowledge in the production process of palm sugar. Journal of Turkish Science Education, 13(4), 281-292. https://doi.org/10.36681/

Similar Articles

1-10 of 366

You may also start an advanced similarity search for this article.