Abstract:

The COVID-19 pandemic has posed significant challenges to people's daily lifestyle and the global economy. Therefore, these challenges involve students actively finding innovative and creative ways to provide solutions to everyone through various courses such as natural science. However, the results of the 2019 Program for International Student Assessment (PISA) study showed a decline in the science skills of Indonesian students in South Kalimantan with an average of 396, which was far below the OECD average score of 489. One of the reasons for this poor performance is due to the inability of teachers to implement the contextual learning process of teaching materials with the environment. Furthermore, Kalimantan's environment, also known as "wetland," has different characteristics from the western and eastern parts of Indonesia. Therefore, Natural Science Learning based on local wisdom of wetlands in Kalimantan (BEKANTAN) is one of the best solutions. The philosophy of Bekantan was chosen because it is a characteristic and part of Kalimantan's local wisdom which comprises of protected animals that are very familiar to the community and children.

This community has developed an original knowledge and technology system as local wisdom. Therefore, the integration of local wisdom using the Malinowski science learning technique strengthens the application of the learned concepts. This is tailored to meet students' needs, starting with a basic science competency analysis to determine the appropriate form of local wisdom. Therefore, students continue to study the concept with local wisdom of wetlands as a substitute. The purpose of this research is to describe an effective model for improving Natural Science Learning based on the Local Wisdom of Kalimantan Wetlands (BEKANTAN) grade V SDN Inti Sungai Miai 1 Banjarmasin, South Kalimantan.

This is a qualitative research with Classroom Action carried out in 3 cycles. Data were obtained from 25 grade V students of SDN Inti Sungai Miai 1 Banjarmasin, South Kalimantan through observation, documentation and learning results, and motivation tests. The research variables consist of student learning activities, attitudes, respect for the environment, creativity in problem-solving, learning outcomes, and motivation. The data were descriptively, quantitatively (tabulation, trend graph), and qualitatively analyzed.

The results showed that students learning activity, attitudes and respect for the environment, creativity in solving problems, learning outcomes, and learning motivation significantly increased by 27%, 35%, 33%, 31%, and 56 to 83%. In conclusion, the use of the BEKANTAN model in science learning can improve students learning quality.

Keywords:

bekantan proboscis, science learning, local wisdom, elementary school.