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Abstract

Tema kearifan lokal merupakan tema yang dapat diintegrasikan dalam pembelajaran sains seperti Biologi. Dalam proses pembelajaran, kearifan lokal terwujud dalam sebuah pendekatan, yaitu pendekatan etnosains. Penelitian ini bertujuan mendeksripsikan persepsi guru terkait kearifan lokal dan etnosains dalam Kurikulum Merdeka. Metode dalam penelitian ini adalah deskriptif kualitatif dengan menggunakan instrumen berupa wawancara mendalam. Populasi dalam penelitian adalah guru Biologi SMA yang menjadi Sekolah Penggerak di DKI Jakarta. Sampel dipilih dengan teknik purposive sampling dengan pertimbangan sampel yang bersedia sebagai responden. Transkrip wawancara kemudian dianalisis dengan menggunakan teknik koding berbantuan software NVIVO 12. Hasil penelitian menunjukkan bahwa guru memahami adanya perubahan kurikulum dan tema kearifan lokal menjadi tema yang direkomendasikan dalam Kurikulum Merdeka. Guru memahami bahwa kearifan lokal penting diintegrasikan dalam pembelajaran Biologi tetapi mengalami kesulitan dalam mengintegrasikannya. Sebagian besar guru Biologi belum memahami istilah pendekatan etnosains karena istilah ini masih asing bagi guru. Selain itu, guru Biologi cenderung menggunakan asesmen sumatif walaupun dalam Kurikulum Merdeka terdapat asesmen diagnostik dan asesmen formatif.

Keywords

pemahaman guru kearifan lokal Kurikulum Merdeka Etnosains

Article Details

How to Cite
Festiyed, F., Elvianasti, M., Diliarosta, S., & Anggana, P. (2022). Pemahaman Guru Biologi SMA di Sekolah Penggerak DKI Jakarta terhadap Pendekatan Etnosains pada Kurikulum Merdeka. Jurnal Pendidikan Dan Kebudayaan, 7(2), 152 - 163. https://doi.org/10.24832/jpnk.v7i2.2993

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