Utilizing Kedaton Temple to Improve Historical Knowledge in Science Learning
Pemanfaatan Candi Kedaton Untuk Meningkatkan Pengetahuan Sejarah dalam Pembelajaran IPAS
DOI:
https://doi.org/10.36526/santhet.v10i5.8337Keywords:
Kedaton Temple, contextual learning, local history, IPAS learning, environmental-based learningAbstract
Kedaton Temple possesses significant potential to support contextual and environment-based learning through the integration of local historical and environmental elements into classroom instruction. However, science learning at Andungbiru I Elementary School has not optimally utilized local historical heritage and the surrounding environment as part of the learning process. This study aimed to examine the utilization of Kedaton Temple in elementary science learning. A qualitative descriptive approach with a case study design was employed. Data were collected through observations, interviews, and document analysis, and analyzed using data reduction, data display, and conclusion drawing techniques. Data validity was ensured through source, technique, and time triangulation. The findings indicate that integrating Kedaton Temple into science learning enhanced students’ cognitive understanding, learning motivation, and character development through direct interaction with their local environment. The study contributes to the development of contextual science education by demonstrating how local cultural heritage can function as an interdisciplinary learning medium that connects scientific concepts, environmental awareness, and historical understanding. This model offers an alternative approach for strengthening place-based learning in elementary education.
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