Siti Zubaidah, Fitri Arsih
On the one hand, cultural diversity in Indonesia reflects the superiority and pride of the country. On the other hand, this cultural heritage can also threaten the nation's integrity if it is not appropriately preserved. Globalization and technological advances have contributed to cultural degradation and influenced changes in character and moral shifts of the younger generation in Indonesia, including students at higher education institutions. Efforts to preserve culture may include incorporating culture into the learning process, especially of science. The integration of cultural aspects in science learning brings a new "flavor"to learning that can increase students' interest in science, and direct them to build a strong relationship between learning experiences in the classroom and day-to-day living. At least three strategies can be used to develop culture-integrated science learning, namely general learning, embedded learning, and mixed learning. One of the examples of a general learning strategy is incorporating culture into a learning model. This strategy has been used to develop Problem Based Learning-Dalihan Na Tolu (PBL-DNT) from Batak culture, Culture-Based Learning Model of Tudang Sipulung from Buginese-Makassarese culture, and RANDAI Learning Model from Minangkabau culture. Implementing these learning models has proved that culture-integrated science learning can enhance students' 21st century skills and develop students' character. Thus, it can be expected all learning models developed from culture-integrated can be used as a choice in empowering students' 21st century skills and character while preserving the nation's culture. © 2021 Author(s).
Department of Biology, Universitas Negeri Malang, Jl. Semarang Malang, Jawa Timur, 65145, Indonesia; Departement of Biology, Universitas Negeri Padang, Jl. Prof. Dr. Hamka Air Tawar Barat Padang, Sumatera Barat, 25132, Indonesia
