Integrating local wisdom into ipas learning to strengthen students’ critical thinking: An analysis of gondolio as a learning resource in elementary schools
DOI:
https://doi.org/10.58524/jasme.v6i1.1077Keywords:
Critical Thinking, Gondolio, IPAS Learning, Local Wisdom, Primary EducationAbstract
Background: Critical thinking is widely recognized as an essential competence in twenty-first century education. Integrating local wisdom into IPAS learning can connect scientific concepts with students’ cultural and environmental contexts.
Aims: This study aims to examine how local wisdom-based learning contributes to the development of critical thinking in IPAS learning and to analyze the potential of Gondolio, a traditional bamboo musical instrument from Banyumas, as a learning resource in elementary schools.
Method: This research employed a mixed-method approach combining a systematic literature review and qualitative analysis. The literature review examined studies related to local wisdom and critical thinking in science learning published between 2019 and 2024 using Publish or Perish and VOSviewer. Qualitative data were obtained through interviews with local cultural practitioners and analysis of curriculum documents from the Merdeka Curriculum.
Results: The literature review indicates that integrating local wisdom into science-related learning can support the development of students’ critical thinking through contextual learning experiences. The qualitative findings show that Gondolio contains several concepts relevant to IPAS learning, including sound phenomena, plant classification, material changes, and cultural diversity.
Conclusion: Using Gondolio as a learning resource provides contextual learning opportunities that connect scientific concepts with local cultural practices, thereby supporting the development of students’ critical thinking in elementary education.
References
Adier, M. F. V., Sevilla, M. E. P., Valerio, D. N. R., & Ongpeng, J. M. C. (2023). Bamboo as Sustainable Building Materials: A Systematic Review of Properties, Treatment Methods, and Standards. Buildings, 13(10), 2449. https://doi.org/10.3390/buildings13102449
Ardoin, N. M., & Heimlich, J. E. (2021). Environmental learning in everyday life: Foundations of meaning and a context for change. Environmental Education Research, 27(12), 1681–1699. https://doi.org/10.1080/13504622.2021.1992354
Aslan, U., & Karahasanoğlu, S. (2021). Sound Ethnobiology of Musical Instruments: A Sound View of Nature in Manufacturing Kemençe. Musicologist, 5(2), 240–263. https://doi.org/10.33906/musicologist.988011
Bosia, F., Poggetto, V. F. D., Gliozzi, A. S., Greco, G., Lott, M., Miniaci, M., Ongaro, F., Onorato, M., Seyyedizadeh, S. F., Tortello, M., & Pugno, N. M. (2022). Optimized structures for vibration attenuation and sound control in nature: A review. Matter, 5(10), 3311–3340. https://doi.org/10.1016/j.matt.2022.07.023
Cojorn, K., & Sonsupap, K. (2024). A collaborative professional development and its impact on teachers’ ability to foster higher order thinking. Journal of Education and Learning (EduLearn), 18(2), 561–569. https://doi.org/10.11591/edulearn.v18i2.21182
Demir, A., & Namdar, B. (2021). The Effect of Modeling Activities on Grade 5 Students’ Informal Reasoning About a Real-Life Issue. Research in Science Education, 51(1), 429–442. https://doi.org/10.1007/s11165-019-09896-8
Deng, L., Chen, F., Ren, X., & Jiang, Z. (2022). An environmentally friendly and efficient method to improve the acoustic vibration performance of bamboo for musical instruments: Nitrogen-protected heat treatment. Industrial Crops and Products, 188, 115554. https://doi.org/10.1016/j.indcrop.2022.115554
Do, H.-N., Do, B. N., & Nguyen, M. H. (2023). 3How do constructivism learning environments generate better motivation and learning strategies? The Design Science Approach. Heliyon, 9(12). https://doi.org/10.1016/j.heliyon.2023.e22862
Fantinelli, S., Cortini, M., Di Fiore, T., Iervese, S., & Galanti, T. (2024). Bridging the Gap between Theoretical Learning and Practical Application: A Qualitative Study in the Italian Educational Context. Education Sciences, 14(2), 198. https://doi.org/10.3390/educsci14020198
García-Carmona, A. (2025). Scientific Thinking and Critical Thinking in Science Education. Science & Education, 34(1), 227–245. https://doi.org/10.1007/s11191-023-00460-5
Garzón-Díaz, E. (2021). From cultural awareness to scientific citizenship: Implementing content and language integrated learning projects to connect environmental science and English in a state school in Colombia. International Journal of Bilingual Education and Bilingualism, 24(2), 242–259. https://doi.org/10.1080/13670050.2018.1456512
Gunawardena, M., & Wilson, K. (2021). Scaffolding students’ critical thinking: A process not an end game. Thinking Skills and Creativity, 41, 100848. https://doi.org/10.1016/j.tsc.2021.100848
Hanapi, Pageh, I. M., Mudana, I. W., & Margi, I. K. (2025). Sustaining the Integration of Local Wisdom into School Life: A Case Study and Bibliometric Approach. International Journal of Sustainable Development & Planning, 20(11), 4903. https://doi.org/10.18280/ijsdp.201129
Hiğde, E., & Aktamış, H. (2022). The effects of STEM activities on students’ STEM career interests, motivation, science process skills, science achievement and views. Thinking Skills and Creativity, 43, 101000. https://doi.org/10.1016/j.tsc.2022.101000
Irwanto, I. (2023). Improving Preservice Chemistry Teachers’ Critical Thinking and Science Process Skills Using Research-Oriented Collaborative Inquiry Learning. Journal of Technology and Science Education, 13(1), 23–35.
Kwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., & Daungtod, S. (2021). The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools. Heliyon, 7(6). https://doi.org/10.1016/j.heliyon.2021.e07309
Lombardi, L., Mednick, F. J., De Backer, F., & Lombaerts, K. (2021). Fostering Critical Thinking across the Primary School’s Curriculum in the European Schools System. Education Sciences, 11(9), 505. https://doi.org/10.3390/educsci11090505
Loyens, S. M. M., van Meerten, J. E., Schaap, L., & Wijnia, L. (2023). Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review. Educational Psychology Review, 35(2), 39. https://doi.org/10.1007/s10648-023-09757-x
Mangion, M., Valquaresma, A., & Glaveanu, V. P. (2025). Exploring the impact of possibility thinking training on educators’ creative self-perceptions: A mixed methods action research study in Maltese schools. Methods in Psychology, 13, 100198. https://doi.org/10.1016/j.metip.2025.100198
Mohan, N., Dash, S. P., Mary Boby, N., & Shetty, D. (2022). Study of bamboo as a building material – Construction & preservation techniques and its sustainability. Materials Today: Proceedings, Sustainable Materials and Practices for Built Environment, 60, 100–114. https://doi.org/10.1016/j.matpr.2021.12.263
Morris, D. L. (2025). Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction. Education Sciences, 15(1), 73. https://doi.org/10.3390/educsci15010073
Ogegbo, A. A., & Ramnarain, U. (2024). A Systematic Review of Pedagogical Practices for Integrating Indigenous Knowledge Systems in Science Teaching. African Journal of Research in Mathematics, Science and Technology Education, 28(3), 343–361. https://doi.org/10.1080/18117295.2024.2374133
Ramdani, A., Jufri, A. W., Gunawan, G., Fahrurrozi, M., & Yustiqvar, M. (2021). Analysis of Students’ Critical Thinking Skills in terms of Gender Using Science Teaching Materials Based on The 5E Learning Cycle Integrated with Local Wisdom. Jurnal Pendidikan IPA Indonesia, 10(2), 187–199. https://doi.org/10.15294/jpii.v10i2.29956
Ramli, R., Razali, R., Gadeng, A. N., Diana, N., & Hariadi, J. (2025). Integrating Local Knowledge into Higher Education: A Qualitative Study of Curriculum Innovation in Aceh, Indonesia. Education Sciences, 15(9), 1214. https://doi.org/10.3390/educsci15091214
Sakti, S. A., Endraswara, S., & Rohman, A. (2024a). Revitalizing local wisdom within character education through ethnopedagogy apporach: A case study on a preschool in Yogyakarta. Heliyon, 10(10). https://doi.org/10.1016/j.heliyon.2024.e31370
Sakti, S. A., Endraswara, S., & Rohman, A. (2024b). Revitalizing local wisdom within character education through ethnopedagogy apporach: A case study on a preschool in Yogyakarta. Heliyon, 10(10). https://doi.org/10.1016/j.heliyon.2024.e31370
Sarwanto, Fajari, L. E. W., & Chumdari. (2021). CRITICAL THINKING SKILLS AND THEIR IMPACTS ON ELEMENTARY SCHOOL STUDENTS. Malaysian Journal of Learning and Instruction, 18(2), 161–187. https://doi.org/10.32890/mjli2021.18.2.6
Swanson, H. A., Svenning, J.-C., Saxena, A., Muscarella, R., Franklin, J., Garbelotto, M., Mathews, A. S., Saito, O., Schnitzler, A. E., Serra-Diaz, J. M., & Tsing, A. L. (2021). History as grounds for interdisciplinarity: Promoting sustainable woodlands via an integrative ecological and socio-cultural perspective. One Earth, 4(2), 226–237. https://doi.org/10.1016/j.oneear.2021.01.006
Tian, Y., Cui, W., Deng, D., Yi, X., Yang, Y., Zhang, H., & Wu, Y. (2025). ChartGPT: Leveraging LLMs to Generate Charts From Abstract Natural Language. IEEE Transactions on Visualization and Computer Graphics, 31(3), 1731–1745. https://doi.org/10.1109/TVCG.2024.3368621
Valladares, L. (2021). Scientific Literacy and Social Transformation. Science & Education, 30(3), 557–587. https://doi.org/10.1007/s11191-021-00205-2
van den Berg, G., & du Plessis, E. (2023). ChatGPT and Generative AI: Possibilities for Its Contribution to Lesson Planning, Critical Thinking and Openness in Teacher Education. Education Sciences, 13(10), 998. https://doi.org/10.3390/educsci13100998
Varvghese, J., & Crawford, S. S. (2021). A cultural framework for Indigenous, Local, and Science knowledge systems in ecology and natural resource management. Ecological Monographs, 91(1), e01431. https://doi.org/10.1002/ecm.1431
Zainil, M., Kenedi, A. K., Rahmatina, Indrawati, T., & Handrianto, C. (2023). The Influence of a STEM-Based Digital Classroom Learning Model and High-Order Thinking Skills on the 21st-Century Skills of Elementary School Students in Indonesia. Journal of Education and E-Learning Research, 10(1), 29–35.
Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: A systematic review. Smart Learning Environments, 11(1), 28. https://doi.org/10.1186/s40561-024-00316-7
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Aris Naeni Dwiyanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
