Balinese local wisdom and their implications in science education at school



alienating, Balinese local wisdom, collateral learning theory, science teaching, teaching process


This study was aimed to dig Balinese local wisdom, to reconstruct, and develop them in the teaching process at school.  Local wisdom are parts of local culture which can be understood as a human effort by using their cognitions to act and behave as the response to something, object, or an event that occurs in a particular space. The method used in this study is a meta-analysis of empirical studies done by the researcher since 2005 in Bali. Eastern communities (Balinese - Indonesian in particular) have a worldview which is very different from that of the eastern communities (Euro-American) being the places where the culture of sciences was born. The students who live in the eastern cultural environment will find it difficult to learn science at the school since the indigenous culture does not receive enough attention and is different from what they learn in science. 


Download data is not yet available.


Adimassana, Y. B. (2000). Revitalisasi pendidikan nilai di dalam sektor pendidikan formal. Transformasi Pendidikan Memasuki Milenium Ketiga. Yogyakarta: Kanisius.

Aikenhead, G. S. (2000). Renegotiating the culture of school science. Improving science education: The contribution of research, 245-264.

Aikenhead, G. S., & Otsuji, H. (2000). Japanese and Canadian science teachers' views on science and culture. Journal of Science Teacher Education, 11(4), 277-299.

Baker, D., & Taylor, P. C. (1995). The effect of culture on the learning of science in non‐western countries: The results of an integrated research review. International Journal of Science Education, 17(6), 695-704.

Barnhardt, R. (2005). Indigenous knowledge systems and Alaska Native ways of knowing. Anthropology & education quarterly, 36(1), 8-23.

Cobern, W. W., & Aikenhead, G. (1997). Cultural aspects of learning science.

Costa, V. B. (1995). When science is “another world”: Relationships between worlds of family, friends, school, and science. Science education, 79(3), 313-333.

Dawson, C. (1992). The scientific and the everyday: Two different ways of knowing: Some implications for science teachers. The Australian Science Teachers Journal, 38(1), 19-24.

Depdiknas. (2006). Free Curriculum Unit Level Education Level Primary and Secondary Education. Jakarta: National Education Standards Agency.Geertz.C. 1973. The Interpretation of Culture. New York: Basic Books.

George, J. (2001). Culture and science education: A look from the developing world. An ActionBioscience. org.

Gonzales, P. Williams, T, Jocelyn, L. Roey, S, Kastberg, D&Brenwald, S. (2008). Highlights from TIMSS 2007: Mathematics and Science Achievement of U.S.Fourth and Eighth-Grade Students in an International Context. Washington DC: Institute of Education Sciences.

Irzik, G. (2001). Universalism, multiculturalism, and science education. Science Education, 85(1), 71-73.

Knudtson, P., & Suzuki, D. (2006). Wisdom of the Elders: Native and scientific ways of knowing about nature. Greystone Books.

Ogawa, M., & Kaiho, H. (2002). Homogeneous precipitation of uniform hydrotalcite particles. Langmuir, 18(11), 4240-4242.

Snively, G., & Corsiglia, J. (2001). Discovering indigenous science: Implications for science education. Science education, 85(1), 6-34.

Stanley, W. B., & Brickhouse, N. W. (2001). Teaching sciences: The multicultural question revisited. Science Education, 85(1), 35-49.

Suastra, I. W. (2005). Mengembangkan Pendidikan Berbasis Budaya Lokal di Sekolah. Jurnal Pendidikan dan Pengajaran. Jurnal Pendidikan, 38(3).

Suastra, I. W. (2005). Merekonstruksi sains asli (Indigenous Science) dalam rangka mengembangkan pendidikan sains berbasis budaya lokal di sekolah (Studi etnosains pada masyarakat Penglipuran Bali). Disertasi PPS UPI: Tidak dipublikasikan.

Suastra, I. W. (2005). Pengembangan perangkat penilaian (assessment) keterampilan proses dan sikap dalam pembelajaran sains berbasis inkuiri terbimbing (Guide Inquiry) di Kelas IV SD Lab IKIP Negeri Singaraja. In Makalah pada Seminar Nasional Hasil Penelitian tentang Evaluasi Hasil Belajar serta Pengelolaannya. Yogyakarta.

Suastra, I. W. (2010). Model Pembelajaran Sains Berbasis Budaya Lokal Untuk Mengembangkan Potensi Dasar Sains dan Nilai Kearifan Lokal di SMP. Jurnal Pendidikan dan Pengajaran, 43(1).

Suastra, I. W., Tika, K., & Kariasa, N. (2011). Efektivitas model pembelajaran sains berbasis budaya lokal untuk mengembangkan kompetensi dasar sains dan nilai kearifan lokal di SMP. Jurnal Penelitian dan Pengembangan Pendidikan, 5(3), 258-273.

Wahyudi, A. T., Takeyama, H., Okamura, Y., Fukuda, Y., & Matsunaga, T. (2003). Characterization of aldehyde ferredoxin oxidoreductase gene defective mutant in Magnetospirillum magneticum AMB-1. Biochemical and biophysical research communications, 303(1), 223-229.



How to Cite

Suastra, I. W. (2017). Balinese local wisdom and their implications in science education at school. International Research Journal of Management, IT and Social Sciences, 4(2), 48–57. Retrieved from



Peer Review Articles