Culturally-based project learning
improving science literacy of elementary students through Toba Batak contextualization
DOI:
https://doi.org/10.22633/rpge.v29iesp4.20773Keywords:
Culture-based learning, Project-based learning, Science literacy, Toba Batak Culture, Elementary EducationAbstract
This study examined the effectiveness of Cultural-Based Project Learning (CBPL) in improving elementary students’ science literacy by integrating Toba Batak cultural practices into project-based instruction. Grounded in constructivist and culturally responsive education, CBPL connected science concepts with local traditions such as weaving, lake-ecosystem rituals, and the use of natural materials. A mixed-method quasi-experimental design involved 56 fifth-grade students divided into experimental and control groups. Science literacy was assessed using a validated test covering conceptual, procedural, and contextual indicators. Results showed significantly higher scores for the experimental group compared with the control group. Qualitative data from observations and interviews revealed greater engagement, collaboration, and cultural appreciation among students who learned through CBPL. The findings indicate that integrating local cultural contexts enhances scientific understanding while strengthening links between traditional knowledge and scientific reasoning. CBPL offers a promising model for contextualized science education in culturally diverse settings.
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