Ethnopedagogical Insights From the Donggo Community: Integrating Cultural Values Into Science Education for Harmony and Sustainability

Abstract

This study examines the cultural practices of the Donggo indigenous community in Bima, West Nusa Tenggara, and explores their integration into science education through an ethnopedagogical framework. The Donggo community, known for religious and cultural diversity, practices values such as Cua Kaco’i Angi (mutual respect), Doho Kaboro Weki (sitting together), Inga Dasa Uma (helping to build a house), Batu Rawi Rasa (community participation), and Tio Kasama Weki Rasa Ra Dana (guarding the village), which emphasize collaboration, social harmony, and environmental care. These align with core principles in science education, including sustainability and ecological responsibility. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation involving 33 participants comprising community leaders, educators, religious figures, and youth representatives. Thematic analysis was used to identify recurring cultural practices and their relevance to science learning. Findings indicate that integrating Donggo cultural values into science education enhances conceptual understanding while fostering social-emotional development. This approach also promotes critical thinking by linking local wisdom with global environmental issues. The study concludes that embedding ethnopedagogical elements into the science curriculum creates inclusive and meaningful learning experiences. It recommends that curriculum developers consider local cultural values to increase student engagement and contextual relevance. Further research on other indigenous communities is encouraged to expand the application of ethnopedagogy across diverse educational settings.