Research Article
Integrating South Sumatra’s Local Wisdom into Ethno-STEM Based Differentiated Learning on Global Warming: A Preliminary Study to Improve Critical Thinking and Environmental Literacy among Class X Students
@INPROCEEDINGS{10.4108/eai.6-11-2025.2364461, author={Rosdiana Rosdiana and Ida Sriyanti and Ismet Ismet and Hamdi Akhsan}, title={Integrating South Sumatra’s Local Wisdom into Ethno-STEM Based Differentiated Learning on Global Warming: A Preliminary Study to Improve Critical Thinking and Environmental Literacy among Class X Students}, proceedings={Proceedings of the 4th Sriwijaya International Conference on Basic and Applied Sciences, SICBAS 2025, 6 November 2025, Palembang, Indonesia}, publisher={EAI}, proceedings_a={SICBAS}, year={2026}, month={8}, keywords={Ethno-STEM differentiated instruction global warming environmental literacy critical thinking South Sumatra local wisdom SDGs}, doi={10.4108/eai.6-11-2025.2364461} }- Rosdiana Rosdiana
Ida Sriyanti
Ismet Ismet
Hamdi Akhsan
Year: 2026
Integrating South Sumatra’s Local Wisdom into Ethno-STEM Based Differentiated Learning on Global Warming: A Preliminary Study to Improve Critical Thinking and Environmental Literacy among Class X Students
SICBAS
EAI
DOI: 10.4108/eai.6-11-2025.2364461
Abstract
Global warming education in Indonesian secondary schools often remains abstract and disconnected from students’ lived realities, limiting critical thinking and environmental literacy development. This preliminary study addresses this gap by proposing an Ethno-STEM-based differentiated learning module integrating South Sumatran local wisdom; such as Rumah Limas architecture, Songket weaving, and lebung farming, as contextual anchors for climate science. Conducted at SMA Negeri 1 Palembang (March–April 2025), the study employed classroom observation using 30-second time-sampling intervals, semi-structured teacher interviews, and curriculum document analysis involving 32 Grade X students and two science teachers. Findings reveal highly teacher-dominated instruction (92% teacher talk), minimal cultural relevance, and limited student ability to connect global warming to local issues like peatland deforestation or Musi River emissions. Guided by Plomp’s [15] educational design research model, we propose a three-phase conceptual framework; cultural contextualization, scientific exploration, and environmental action, that integrates differentiated instruction, Ethno-STEM principles, and SDGs 4 and 13 to support inclusive, culturally responsive, and scientifically rigorous climate education.
