ETHNOSCIENCE-BASED LEARNING INCORPORATING LOCAL WISDOM THROUGH CANANG SARI MAKING ACTIVITIES TO SUPPORT CHILDREN'S SCIENTIFIC UNDERSTANDING AT KUMARA SANDHI KINDERGARTEN

Abstract

This study aimed to describe the implementation of ethnoscience learning based on local wisdom through canang sari-making activities in supporting early childhood understanding of science concepts at TK Kumara Sandhi. The study employed a qualitative descriptive approach involving all students at TK Kumara Sandhi as research subjects. Data were collected through observation, interviews, and documentation. The results showed that the implementation of ethnoscience learning through canang sari-making activities provided concrete learning experiences related to basic science concepts, including observing, comparing, classifying, recognizing colors, shapes, and textures, as well as understanding simple cause-and-effect relationships. Children were actively engaged in exploring natural materials such as flowers, leaves, and young coconut leaves through touching, sorting, folding, and arranging activities. Science process skills were also observed through activities involving questioning, trying, observing changes, and communicating simple observations. Findings from observations and interviews indicated that the use of concrete experiences, active child participation, and the integration of local culture closely related to children’s daily lives supported meaningful science learning. Thus, local wisdom-based ethnoscience learning through canang sari-making activities can be viewed as a learning approach that provides concrete experiences for introducing science concepts and processes while also introducing local culture to young children.