Integrating South Sumatran Local Wisdom into Etno-STEM-Based Differentiated Instruction on Global Warming: A Preliminary Study to Enhance Critical Thinking and Environmental Literacy among Grade X Students
Rosdiana (a*), Ida Sriyanti (a), Ismet (a), Hamdi Akhsan (a)

(a) Doctor of Education Program, Faculty of Teacher Training and Education, Sriwijaya University, Jl. Srijaya Negara, Palembang, South Sumatera, 30139, Indonesia
*06023682429015[at]student.unsri.ac.id

Abstract

Global warming is a pressing environmental challenge, yet its instruction in Indonesian secondary schools often remains abstract and disconnected from students^ lived realities, limiting the development of critical thinking and environmental literacy. This preliminary study proposes an Etno-STEM-based differentiated learning module that integrates South Sumatran local wisdom, such as Rumah Limas architecture, Songket weaving, and traditional lebung (swamp) agriculture, as meaningful contexts for understanding global warming. Conducted at SMA Negeri 1 Palembang from March to April 2025, the study employed classroom observation, semi-structured teacher interviews, and curriculum document analysis involving 32 Grade X students and 2 science teachers. Findings reveal that current science instruction is predominantly teacher-centered, lacks cultural relevance, and fails to accommodate diverse learning styles. Over 80% of students could not relate global warming concepts to local environmental issues, such as peatland deforestation or emissions from Musi River transportation. Guided by Plomp^s educational design research model, the needs analysis identified three critical elements: heterogeneous student profiles, locally relevant cultural content with scientific connections to climate change, and a gap in inclusive, responsive pedagogy. These insights inform a conceptual framework integrating Tomlinson^s Differentiated Instruction, Etno-STEM principles, and Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 13 (Climate Action). The proposed three-phase learning module encompasses cultural contextualization, scientific exploration, and environmental action reflection. This innovative approach leverages culturally grounded, pedagogically responsive strategies to enhance student engagement, conceptual understanding, and ecological awareness in alignment with global sustainability agendas, contributing directly to the achievement of SDGs through contextualized science education.

Keywords: Etno-STEM, differentiated instruction, global warming, environmental literacy, critical thinking, SDGs, South Sumatran local wisdom

Topic: Basic Science Education