Integrating Indigenous Knowledge in Science Education: A Systematic Review of Curriculum Design and Teaching Strategies
Abstract
This systematic literature review seeks to investigate in a structured manner how the appropriate curriculum design and teaching strategies are used to integrate indigenous knowledge into science education. The method used is the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The phases are carried out from identification, screening to included. Several inclusion and exclusion criteria are used for the screening stage. The resulting articles were 21 studies. The findings of the study reveal that by integrating indigenous knowledge with science education, learning becomes more contextual. In addition, the right curriculum and strategy also determine the success of this integration. Local teachers are also more confident in explaining learning topics by being integrated into local culture in a multicultural manner, this is because teachers already know a little more about local culture in daily life in society. In addition, the concept of relationships in this integration is not just about transferring knowledge but building a close relationship between the environment and the community. The development of a new paradigm is not aimed at dominating, but rather to open a dialogue between knowledge systems so that it can enrich science education without sacrificing cultural identity
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