Universitas Islam Negeri Raden Mas Said Surakarta
International Conference on Islamic Education and Instruction

Embedding Indigenous Knowledge in Science Curriculum: A Strategy for Contextualizing Science Education at the Junior High School to Prevent Climate Change

Date Published : 22 January 2026

Contributors

Diah Susanti

Author

Adawiah Daud

Author

Keywords

Indigenous Knowledge Contextualized Science Education Climate Change

Proceeding

Vol. 2 No. 1 (2025): International Conference on Islamic Education and Instruction 2025

Track

General Track

Abstract

Climate change is an urgent global challenge that requires multifaceted strategies, including education at the grassroots level. Schools play a critical role in shaping the attitudes and behaviors of younger generations, yet science education often remains disconnected from the cultural values and local knowledge systems of students. To address this gap, the present study explores how embedding indigenous knowledge into the junior high school science curriculum can contextualize learning and strengthen climate change education. Indigenous knowledge, which encompasses ecological wisdom, cultural practices, and sustainable traditions, provides valuable insights into environmental stewardship. Integrating this knowledge into science education helps students understand scientific concepts in relation to their daily lives and cultural contexts, making learning both meaningful and transformative. The study adopts a qualitative approach, using interviews, classroom observations, and curriculum analysis to examine how local ecological practices—such as traditional water management, sustainable farming techniques, and community conservation rituals—can be incorporated into science lessons.  Findings suggest that contextualizing science education through indigenous knowledge not only enhances student engagement but also fosters a sense of responsibility toward the environment. Students are more likely to internalize ecological values when scientific learning is reinforced by cultural practices that they recognize and respect. In conclusion, embedding indigenous knowledge within the science curriculum presents a promising strategy for empowering young learners to contribute to climate change mitigation while preserving cultural heritage and strengthening community resilience.

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How to Cite

Diah, D., & Adawiah, A. (2026). Embedding Indigenous Knowledge in Science Curriculum: A Strategy for Contextualizing Science Education at the Junior High School to Prevent Climate Change. International Conference on Islamic Education and Instruction, 2(1), 27-36. https://conferences.uinsaid.ac.id/iciei/paper/view/826