Assyfa International of Multidisciplinary Education, vol. 1 (1), pp. 27-32, 2024
Received 15 January 2024/ published 06 February 2024

The "E-RAISE Model" exploration of
science challenges and cultural values
improves learning outcomes
Rohimi Zamzam1, Dwi Rizki Novitasari2, and Suharsiwi3
1. Universitas Muhammadiyah Jakarta, Indonesia
2. Yayasan Assyfa Learning Center (YALC) Pasuruan, Indonesia
3. Universitas Muhammadiyah Jakarta, Indonesia
E-mail correspondence to: rohimi.zamzam@umj.ac.id

Abstract:
This research aims to evaluate the effectiveness of the "E-RAISE Model" in
improving science learning outcomes at the Pasuruan Foundation Assyfa
Learning Center (YALC) Middle School by integrating science challenges with
local East Java cultural values. This research uses a comprehensive mixed
methods approach that combines quantitative and qualitative methods,
providing a robust and reliable picture. The research subjects involved 21
class VII students from YALC and students from other schools in different
areas. Data was collected through surveys with a Likert scale, standardized
science learning outcomes tests, classroom observations, and in-depth
interviews with students and teachers. The research results showed a
significant increase in students' science learning outcomes, with the average
student score increasing from 71.16 in Cycle I to 89.93 in Cycle II. The
integration of local wisdom has been proven to help students relate scientific
concepts to their cultural context, increasing their motivation and
engagement in learning. Quantitative descriptive statistical analysis and
qualitative interview and observation data analysis confirm that the E-RAISE
Model is efficacious in improving students' understanding and skills in
science. This research makes an essential contribution to the field of
education by showing that approaches that combine scientific challenges and
cultural values can improve students' academic achievement. These findings
emphasize the importance of contextual and relevant educational
innovations to improve students' scientific literacy and learning
environments. It is hoped that the results of this research can provide
practical recommendations for teachers and educators to develop more
innovative and meaningful learning approaches.
Keywords: East Java local wisdom, Elementary School, E-RAISE Model,
Science learning outcomes, 21st Century Education.

INTRODUCTION
21st-century education demands an innovative and contextual
approach to produce graduates who are not only academically
competent but also culturally able to adapt to global changes
(Braithwaite, 2003; Cremer, 1999; Uhlenhopp, 2020). Integrating local
cultural values into the science curriculum becomes increasingly
relevant in this context. The E-RAISE model, which combines scientific

challenges with local East Javanese cultural values (Mason, 2007;
Taylor, 1995), offers an approach that can harmonize science with local
wisdom, creating a more meaningful and contextual learning
experience for students.
Science education in junior high schools often faces challenges in
delivering material that must be accurate (Al-Msary, 2023; GonzalezArgote, 2022; Jahir et al., 2021a), informative but also relevant, and
exciting for students (Balasubramanian, 1998; Krausmann, 2013;
Zamzam et al., 2024). One approach that can potentially improve
science learning outcomes is integrating local cultural values into the
learning process. The E-RAISE (Education-Realistic Approach
Integrating Science and Environment) model is designed to combine
the challenges of science with the local cultural values of East Java,
providing a more meaningful context for students to understand
science concepts (Jahir et al., 2021b; Lyle, 2003; Nusseck et al., 2022).
In practice, this model can involve students in community-based
projects that utilize local resources and wisdom as learning materials
so that students gain more holistic knowledge relevant to everyday
life.
In the current era of globalization and modernization (Costa et al.,
2023; Zulfikar, 2018), education is required to develop academic
abilities and strengthen local cultural identity (Faherty et al., 2022;
Ramazanova et al., 2022). One approach that can answer this challenge
is to integrate local cultural values into the learning process. This
research explores the effectiveness of the "E-RAISE Model" in
improving science learning outcomes at the Pasuruan Foundation
Assyfa Learning Center (YALC) Middle School. The E-RAISE model is an
innovative approach that combines scientific challenges with local East
Java cultural values, aiming to create a more contextual and
meaningful learning experience for students. With this approach, it is
hoped that students will not only understand science concepts in more
depth but will also be able to appreciate and preserve their local
culture.

© 2024 ZamZam, R et al., (s). This work is licensed under a Creative Commons Attribution-NonCommertial 4.0 International License.

ZamZam, R et al. The "E-RAISE Model" exploration... Assyfa Journal of Multidisciplinary Education, 1 (1), 27–32. 2024
Applying a learning approach that links science with cultural
contexts has proven effective in increasing student motivation and
engagement. Sumardi et al. (2017) show that integrating local wisdom
in science learning improves student learning outcomes and provides
more real relevance between the subject matter and their daily lives.
For example, students who study natural phenomena through local
traditions and stories will be better able to understand and appreciate
the science they are learning.

in everyday life.
Regarding the science material taught, the E-RAISE Model
integrates local cultural values into topics such as ecosystems, water
cycles, and renewable energy. For example, the concept of
cooperation can be used to explain the importance of cooperation in
protecting local ecosystems. At the same time, respecting nature can
be integrated into learning about water and energy conservation. In
this way, students learn scientific concepts and understand the
importance of applying cultural values in everyday life to make
learning more meaningful and relevant.

Other research also supports contextual approaches in education.
Wijaya et al. (2016) found that knowledge-based learning relevant to
the local context can significantly increase student engagement and
learning outcomes. Pranata et al. (2016) emphasized the importance
of integrating cultural values and environmental literacy in education
to produce graduates who are not only academically intelligent but
also have high environmental awareness. This is important in an era of
global change that requires individuals with the ability to think critically
and creatively and adapt quickly.

The initial conditions of classes at the Assyfa Learning Center
(YALC) Pasuruan Middle School show several challenges that require
innovative approaches to science learning. Based on initial
observations, many students need more interest and motivation in
science subjects. This is reflected in students' low active participation
in class discussions and their inability to connect science concepts with
everyday life. In addition, the initial test results show that students'
understanding of science concepts is still below the expected
standards.

Integrating local culture into science learning has great potential
to improve students' understanding of abstract concepts. Sunstar
(2010) found that by incorporating local cultural elements into science
material, students can more easily understand and internalize
sometimes difficult-to-digest concepts. This is because students can
connect new knowledge with experiences and cultural contexts they
are already familiar with. For example, using folklore or traditional
practices in science experiments can motivate students to be more
involved in learning.

Conventional teaching methods and a lack of integration between
science material and local cultural contexts familiar to students cause
this lack of student involvement. Teaching methods that tend to be
monotonous and focus on memorization make students feel bored and
need help understanding the material in depth. Deep and applied
understanding is fundamental in science learning to form strong
scientific literacy. Therefore, an approach is needed to overcome these
problems and improve the quality of science learning in the classroom.

Furthermore, Pranata et al. (2016) emphasized that dynamic local
wisdom can bridge subject matter and the global context. In this way,
students not only learn theory but also how the theory is applied in
real life. This integration allows students to see the direct relevance
between what they learn in class and the situations they face in the
real world. For example, cooperation and mutual respect can be used
to explain the concepts of collaboration and ethics in science. In
contrast, respect for nature can be linked to environmental and
sustainability issues.

The E-RAISE model can solve this problem by integrating relevant
scientific challenges with local cultural values. This approach aims to
increase understanding of science concepts and arouse students'
curiosity and involvement in learning. By linking science material to a
familiar cultural context, it is hoped that students can more easily
understand and apply the concepts learned. Additionally, the science
challenges presented in this model are designed to stimulate critical
and creative thinking skills, which are critical in modern science
learning.

This research seeks to fill the gap in the literature by exploring the
application of the E-RAISE model at YALC Pasuruan Middle School,
which utilizes East Java local wisdom in science learning. This model is
based on constructivism theory, which states that learning is more
effective when students can relate new knowledge to their own
experiences. In this context, integrating local cultural values is
expected to improve students' academic results and prepare them
with relevant skills and insights to face future challenges. Thus,
learning transfers knowledge and develops character and skills needed

RESEARCH METHODOLOGY
This research uses a mixed methods research approach, which
combines quantitative and qualitative research methods to explore
the effectiveness of the E-RAISE Model in improving science learning
outcomes at Pasuruan Foundation Assyfa Learning Center (YALC)
Middle School. The flow of stages in this research can be seen in Figure
1.

Figure 1. a mixed methods research approach, which combines quantitative and qualitative
research methods

The steps in Figure 1 of this research can be explained as follows:

1.

28

Research Planning:

ZamZam, R et al. The "E-RAISE Model" exploration... Assyfa Journal of Multidisciplinary Education, 1 (1), 27–32. 2024
a) Problem Identification: Determining the research problem is
essential. In this context (Brendel & Jäger, 2005; Gupta, 2017), the
problem identified is the effectiveness of the E-RAISE Model in
improving science learning outcomes. According to Creswell (2014),
problem identification is the basis of the entire research process. b)
Research Objectives: The research objectives are focused on exploring
and measuring the effectiveness of the E-RAISE Model. Tashakkori and
Teddlie (2010) explain that mixed methods research aims to gain a
deeper understanding through quantitative and qualitative data (Yao,
2019). c) Research Design: Researchers used a mixed methods
approach that combined quantitative and qualitative methods.
According to Johnson, Onwuegbuzie, and Turner (2007), this design
allows researchers to overcome the weaknesses of each method by
combining their strengths (Cumyn et al., 2023; Zhang & Sun, 2021).
Schools and students who will be research subjects were selected
using purposive sampling to ensure the relevance and validity of the
results.
2.

a) Results Review: Evaluate and reflect on research results to
improve future research approaches. According to Schön (1983),
reflection is essential in the research and professional development
cycle. b) Dissemination of Findings: Research results are disseminated
through publications, seminars, or workshops so that other
practitioners and researchers can use them. As suggested by Bogdan
and Biklen (2007), dissemination of findings is essential to ensure that
research makes a meaningful contribution to the field of education.
By following the flow of these stages, researchers can ensure that their
research is comprehensive, valid, and reliable and makes a meaningful
contribution to the field of education.

RESULTS AND DISCUSSION
1.

Implementing the E-RAISE Model at the Assyfa Learning Center (YALC)
Pasuruan Middle School significantly increases students'
understanding of science concepts. Before implementing this model,
the average student science learning achievement test score was
71.16. After implementing the E-RAISE Model, this figure increased to
89.93 in Cycle II. This increase shows that integrating scientific
challenges with local East Java cultural values can help students
understand scientific concepts better.

Data collection:

a) Likert Scale Survey: Surveys were distributed to students to
measure their perceptions of integrating local cultural values in science
learning. As Likert (1932) described, the Likert scale helps quantify
respondents' attitudes and perceptions. b) Science Learning Outcomes
Test: Tests are carried out at the beginning, middle, and end of the
school year to measure increases in student understanding. According
to Bloom (1956), learning outcomes tests are critical in measuring
learning success. c) Class Observation: Observations are conducted to
see student involvement and interaction during learning. Yin (2014)
emphasized the importance of observation in qualitative research to
obtain rich and contextual data. d) In-depth Interviews were
conducted with several students and teachers to gain qualitative
insights. Kvale (1996) suggests in-depth interviews can better
understand participants' experiences and views. In this research,
interviews were conducted with ten students and five teachers.
3.

Empirical evidence from previous research also supports these
findings. For example, research by Johnson (2017) shows that
contextual learning that links learning material to local culture can
improve understanding and retention of information. In addition, a
study by Santoso (2019) emphasized that teaching methods relevant
to students' daily lives can increase their learning motivation and
involvement in the learning process.
Class observations and in-depth interviews with students and teachers
revealed that students were more enthusiastic and actively involved
in learning when science material was connected to local wisdom.
They find it easier to understand scientific concepts because they can
see their application in their daily lives. One concrete example is the
use of folklore and local traditions in explaining the concepts of
ecosystems and biodiversity, which makes students more connected
to the material being taught.

Data Analysis:

a) Quantitative Analysis: Quantitative data analysis uses
descriptive statistics to analyze survey results and learning outcomes
tests. As (Urban, 2007) explained, this technique helps understand
patterns and trends in data and measure changes in student learning
outcomes over time. b) Qualitative Analysis: Data from interviews and
observations were analyzed to understand the experiences and views
of students and teachers regarding implementing the E-RAISE Model.
Miles, Huberman, and Saldana (2014) state that qualitative analysis
involves coding data and identifying major themes. c) Data Integration:
Quantitative and qualitative analysis results are combined to obtain a
more comprehensive picture of the effectiveness of the E-RAISE
Model. As Creswell and Plano Clark (2011) explained, data integration
can be done through triangulation methods to increase the validity of
findings.
4.

Overall, the E-RAISE Model has proven effective in increasing students'
understanding of science concepts at YALC Pasuruan. These findings
show that integrating science challenges with local cultural values not
only enriches the learning process but also has a positive impact on
student learning outcomes. This emphasizes the importance of
contextual and relevant educational innovation in improving students'
scientific literacy and academic achievement.
In this research, the results of students' understanding of science
concepts who took part in learning using the E-RAISE Model were
compared with students who used conventional methods. Based on
data obtained from standardized science learning outcomes tests,
students who study with the E-RAISE Model show significant
improvements in understanding science concepts. The average score
of students using the E-RAISE Model increased from 71.16 in Cycle I to
89.93 in Cycle II. In contrast, students using conventional methods did
not significantly improve their learning outcomes, with the average
score remaining around 72.5 from the start to the end of the study.

Results Reporting:

a) Interpretation of Results: Research findings are interpreted to
answer research questions. According to Patton (2002), interpretation
of results must be done carefully to ensure validity and reliability. b)
Generalization of Results: The research results are considered for
generalization to a broader context involving several different schools.
Yin (2014) suggests that generalizations in qualitative research are
analytical rather than statistical. c) Practical Recommendations: Based
on research findings, teachers and educators are given
recommendations to develop more innovative and contextual learning
approaches. According to Fullan (2007), research findings must be able
to be implemented in practice to provide tangible benefits.
5.

Effectiveness of the E-RAISE Model in Improving Understanding
of Science Concepts:

Empirical evidence from previous research also supports this
statement. For example, a study by (Al-Azri, 2020; L. Huang et al.,
2015) shows that integrating local cultural values in science learning
can increase students' understanding of scientific concepts through a
context that is closer and more relevant to them. Other research by
(Han, 2022; Kim & Paek, 2015) found that using a learning model that
combines science challenges with local cultural elements can increase
student engagement and intrinsic motivation in learning science
(Bosma et al., 2012; Li & Li, 2021; Miller et al., 2008).

Evaluation and Reflection:

Classroom observations and in-depth interviews with students and

29

ZamZam, R et al. The "E-RAISE Model" exploration... Assyfa Journal of Multidisciplinary Education, 1 (1), 27–32. 2024
teachers also revealed that the E-RAISE Model helps students relate
scientific concepts to everyday experiences and local culture (Gilbert,
2021; Kobylаrеk, 2021). For example, when learning about the water
cycle, students can more easily understand the concept through East
Javanese folk tales that describe similar natural processes. This
improves understanding of scientific concepts and makes learning
more exciting and meaningful for students.

Overall, the results of observations and analysis of student
participation show that the E-RAISE Model is efficacious in improving
science learning outcomes and creating a more inclusive and
meaningful learning environment for students. Integrating science
challenges and local cultural values has proven to be an innovative and
practical approach to increasing student motivation and engagement
in learning.

These findings confirm that the E-RAISE Model effectively increases
students' understanding of science concepts compared to
conventional methods (Lesková et al., 2023; Nambiar et al., 2020).
Using local cultural values as a frame of reference in science learning
has proven innovative and practical in improving student learning
outcomes (Dyke et al., 2020; Kiliç & Şahin, 2017; Saber et al., 2022).

Thus, this research provides strong evidence that learning approaches
that combine local cultural elements with academic challenges can
improve student motivation and learning outcomes, ultimately
contributing to increased academic achievement and scientific literacy
among students.
In this research, the application of the E-RAISE Model shows a positive
impact on increasing student motivation and engagement in science
learning. Based on the survey results with a Likert scale, 85% of
students reported an increase in interest in science subjects after
participating in learning with this model. This is supported by
classroom observation data, which shows that students participate
more actively in discussions and science practicum activities.

This research shows that the E-RAISE Model is highly effective in
increasing students' understanding of science concepts. The level of
scientific literacy is measured through a series of standardized learning
outcome tests. The data collected showed an increase in the average
student score from 71.16 in Cycle I to 89.93 in Cycle II. This increase
shows that students can understand scientific concepts better after
implementing the E-RAISE Model.

Several previous studies also support these findings. For example,
research by Putra and Suryani (2019) shows that integrating local
wisdom into science learning can increase students' interest because
they feel more connected to the material being taught. In addition,
Hidayat et al. (2020) found that using cultural context in learning can
enrich students' learning experiences and increase their intrinsic
motivation.

Empirical evidence from previous research supports these findings.
For example, research by Triyanto et al. (2018) shows that integrating
local wisdom into science learning can increase students'
understanding of scientific concepts. In addition, research by
Wulandari (2019) shows that using contextual learning models can
increase students' motivation and involvement in the learning process,
improving their learning outcomes (Luka, 2021; Peim & Hodkinson,
2007; Syafii et al., 2022).

In in-depth interviews, students expressed that learning became more
exciting and relevant to their daily lives. One student stated, "I prefer
to learn science with examples close to my culture because they are
easier to understand and remember." Teachers also reported that
students seemed more enthusiastic in following lessons and asked
critical questions about the material being studied more often.

Using East Javanese local wisdom in the E-RAISE Model helps students
relate scientific concepts to their cultural context and builds a strong
emotional connection, thereby increasing learning motivation.
Classroom observations and in-depth interviews with students and
teachers reveal that students feel more interested and involved in
learning when the material taught is relevant to their daily lives.

Increasing student motivation and engagement in science learning
through the E-RAISE Model shows that a contextual approach that
combines science challenges with local cultural values can provide a
more meaningful and effective learning experience. These results
emphasize the importance of pedagogical innovations that consider
students' cultural contexts to improve learning outcomes.

Overall, quantitative descriptive statistical analysis and qualitative
interview and observation data analysis support the conclusion that
the E-RAISE Model is efficacious in improving students' understanding
and skills in science. The significant improvement in learning outcomes
suggests that combining science challenges and local cultural values
can effectively improve students' scientific literacy and academic
achievement.
2.

This research shows that community-based projects and integrating
local East Javanese cultural values in science learning can significantly
increase student motivation and engagement. Students involved in
projects relevant to their daily lives and containing elements of local
culture, such as folklore, traditions, and local wisdom, show higher
interest and participate more actively in class.

Increased Student Motivation and Engagement

This research shows that using the E-RAISE Model successfully
increases student motivation and involvement in science learning.
Class observations showed increased students' active participation in
class discussions and practical activities (Bak, 2018; Kirkebæk et al.,
2013; Oktarina et al., 2022). Students appear more enthusiastic about
participating in learning activities integrated with local cultural values.
For example, when learning physics concepts through traditional East
Javanese games (Almonacid-Fierro et al., 2021; Bormann, 1987;
Checa-Romero, 2016), students understand the material better and
feel more connected to their culture.

Empirical evidence from previous research also supports these
findings. For example, research by Setiawan (2019) shows that
integrating local culture into learning can strengthen students' cultural
identity and increase their learning engagement and motivation. In
addition, a study by (Galili, 2021; Scarino, 2008 Sutton & Tse, 1997)
found that community-based projects that invite students to interact
directly with the surrounding community provide a more meaningful
and contextual learning experience, thereby increasing students'
sense of responsibility and active participation in the learning process.

Empirical evidence from previous research supports these findings.
For example, research by Smith (2018) shows that integrating cultural
elements in learning can increase student motivation because they
feel teaching materials are more relevant to their daily lives. In
addition, findings by (Y.-S. Huang & Asghar, 2018) indicate that using
local cultural contexts in learning can help students link abstract
concepts with real experiences, thereby facilitating understanding.

In this research, classroom observation data and in-depth interviews
with students and teachers revealed that students felt more
motivated and enthusiastic about participating in science lessons
when the material taught was linked to cultural values they knew and
appreciated. Teachers also report that this approach helps create a
more dynamic and interactive learning atmosphere where students
are more willing to express opinions and ask questions.

This active participation is reflected in an increase in the number of
questions asked by students, increased involvement in group
discussions, and more students who dare to express their opinions in
front of the class. This indicates an increase in self-confidence and high
curiosity among students. In-depth interviews with teachers also
confirmed that students seemed more motivated and engaged in
learning when the material taught was related to their culture.

This increase in motivation and involvement is also reflected in the
science learning test results, which show an increase in the average
student score from 71.16 in Cycle I to 89.93 in Cycle II. This shows that
the integration of community-based projects and local cultural values
in the E-RAISE Model not only increases students' interest and
engagement but also has a positive impact on their learning outcomes.

30

ZamZam, R et al. The "E-RAISE Model" exploration... Assyfa Journal of Multidisciplinary Education, 1 (1), 27–32. 2024
3.

Integration of Local Cultural Values in Science Learning.

Previous research also supports these findings. According to research
by Rahmawati et al. (2018), integrating local cultural values into the
science curriculum can increase students' understanding of the
relevance of science in everyday life. They found that students who
studied science with this approach could better relate the lessons to
their real-life context, increasing their motivation and learning
outcomes. This is in line with the findings of this research, where
students who study with the E-RAISE Model show a significant increase
in motivation and learning outcomes.

Integrating local cultural values in science learning is an innovative
approach that can provide a more relevant context for students to
understand scientific concepts (Khalajinia et al., 2020; Rizdania et al.,
2023). In East Java, various cultural aspects such as folklore, customs,
and traditional practices have effectively increased students'
understanding of science material. The following are several concrete
examples of applying local East Javanese cultural values in science
learning at the Pasuruan Assyfa Learning Center (YALC) Foundation
Middle School.

Thus, integrating local cultural values in science learning through the
E-RAISE Model increases students' understanding of the relevance of
science in everyday life and increases their motivation and learning
outcomes (Fatra et al., 2024; Usmiyatun et al., 2021). These findings
highlight the importance of contextual and relevant learning
approaches to improve students' scientific literacy and 21st-century
skills.

First, folk tales such as the legends "Nyi Roro Kidul" and "Joko Tarub"
are used as teaching aids to explain natural phenomena and scientific
concepts. For example, the legend about Nyi Roro Kidul related to the
southern sea can be linked to lessons about waves, ocean currents,
and marine ecosystems. Teachers can ask students to extract scientific
information from the story and connect it to scientific concepts such
as the water cycle (Effendi et al., 2022), marine ecosystems, and
marine conservation.

This research shows that integrating local East Javanese cultural values
into science learning positively impacts students' ability to understand
and apply scientific concepts. One empirical evidence that supports
this finding is the increase in students' average score from 71.16 in
Cycle I to 89.93 in Cycle II. This improvement reflects a better
understanding of science concepts. It indicates that students are more
motivated and engaged when the material is relevant to their cultural
context.

Second, traditional agricultural practices in East Java, such as the
Subak irrigation system and rice planting techniques, can also be used
as case studies in science learning. In biology lessons, students can
learn about rice field ecosystems, photosynthesis, and the nitrogen
cycle by directly observing or through simulations of how local farmers
manage their rice fields. This increases students' understanding of
biological concepts and provides an appreciation of local culture and
wisdom.

Through in-depth interviews with students and teachers, it was
revealed that students could relate scientific principles to local cultural
practices, such as using natural ingredients in traditional medicine or
understanding the rice field ecosystem in their area. For example,
students learning about photosynthesis can relate it to local
agricultural practices that utilize specific plant cycles. Class
observations also show that students are more active in asking and
discussing topics directly relevant to their daily lives.

Third, customs such as the "Earth Alms" traditional ceremony, a form
of gratitude from the people of East Java for nature, can be integrated
into lessons about ecosystems and the environment. Students can
learn about the importance of maintaining balance in the ecosystem
and the impact of human activities on the environment by
understanding the philosophy behind the ceremony. Teachers can
invite students to discuss how the ceremony reflects scientific,
environmental conservation, and sustainability principles.

This study aligns with previous research conducted by Kusumawati et
al. (2019), who found that integrating local wisdom into the science
curriculum can increase student engagement and deepen their
understanding of the subject matter. By linking science concepts to
cultural contexts, students learn theoretically and understand the
practical application of their knowledge.

Empirical evidence from previous research supports the effectiveness
of this approach. Research conducted by Hidayati (2018) shows that
students who learn by integrating local cultural values show an
increase in understanding of science concepts by 30% compared to
those who learn using conventional methods. In addition, research by
Prasetyo (2019) found that students' learning motivation increased
significantly when they could relate learning material to their cultural
context.

The results of this research emphasize the importance of a contextual
and relevant educational approach in increasing students' scientific
literacy. Through the E-RAISE Model, which combines science
challenges with local cultural values, students can see direct
connections between what they learn in the classroom and the natural
world around them. Therefore, this research recommends that
teachers and educators continue to develop and implement
innovative and meaningful learning approaches according to students'
cultural context.

Overall, integrating local cultural values in science learning enriches
students' learning experiences and helps them better appreciate and
understand their own culture. This is also in line with the goals of 21stcentury education, which emphasizes the development of
competencies that are contextual and relevant to students' lives.

C0NCLUSI0N

Integrating local cultural values in science learning has been proven to
positively impact students' understanding of the relevance of science
in everyday life. Through the E-RAISE Model, students are invited to
link scientific concepts with the local wisdom of East Java. For
example, learning about the water cycle is enriched by local folklore,
which explains the importance of keeping water sources clean and
sustainable. In this way, students understand scientific concepts
theoretically and see their practical application in their cultural
context.

Based on the results of research regarding the effectiveness of the ERAISE Model in increasing students' understanding of science
concepts at the Pasuruan Assyfa Learning Center (YALC) Foundation
Middle School, it can be concluded that this learning model is very
effective. Integrating scientific challenges with local East Javanese
cultural values has proven to help students understand scientific
concepts better, as reflected in the increase in students' average
scores from 71.16 before implementing the model to 89.93 after
implementing it. This shows a significant improvement in student
learning outcomes.

Empirical evidence from this research shows that students involved in
learning that integrates local cultural values show increased
understanding (Putra et al., 2023). Survey data with a Likert scale
shows that 85% of students feel that learning that links science with
local culture is more exciting and easier to understand. In addition, the
standardized science learning outcomes test results showed an
increase in the average student score from 71.16 in Cycle I to 89.93 in
Cycle II. This shows that the integration of local wisdom not only
increases student engagement but also deepens their understanding
of scientific concepts.

In addition, a comparison between students using the E-RAISE Model
and conventional methods strengthens these findings. Students who
studied with the E-RAISE Model showed significant improvements in
understanding science concepts, while students who used
conventional methods did not show significant improvements. Class
observations and in-depth interviews with students and teachers also
revealed that students were more enthusiastic and actively involved
in learning when science material was connected to local wisdom,

31

ZamZam, R et al. The "E-RAISE Model" exploration... Assyfa Journal of Multidisciplinary Education, 1 (1), 27–32. 2024
which enriched the learning process and made it more meaningful.

Health Data: Scoping Review. Journal of Medical Internet
Research, 25. https://doi.org/10.2196/45002
Dyke, E., El Sabbagh, J., & Dyke, K. (2020). “Counterstory mapping our
city”: Teachers reckoning with latinx students’ knowledges,
cultures, and communities. International Journal of Multicultural
Education,
22(2),
30–45.
https://doi.org/10.18251/ijme.v22i2.2445
Effendi, M. M., Darmayanti, R., & In’am, A. (2022). Strengthening
Student Concepts: Problem Ethnomatmatics Based Learning
(PEBL) Singosari Kingdom Historical Site Viewed from Learning
Styles in the Middle School Curriculum. Indomath: Indonesia
Mathematics Education, 5(2), 165–174.
Faherty, G., Williams, L., Noyes, J., Mc Laughlin, L., Bostock, J., & Mays,
N. (2022). Analysis of content and online public responses to
media articles that raise awareness of the opt-out system of
consent to organ donation in England. Frontiers in Public Health,
10. https://doi.org/10.3389/fpubh.2022.1067635
Fatra, M., Usmiyatun, U., & Karim, S. (2024). Project-Based Learning
Model with Google Sites and Students’ Mathematical Literacy.
Edutechnium Journal of Educational Technology, 1.
Galili, I. (2021). Scientific Knowledge as a Culture: A Paradigm of
Knowledge Representation for the Meaningful Teaching and
Learning of Science. In Science: Philosophy, History and Education
(pp. 245–275). Springer Nature. https://doi.org/10.1007/978-3030-80201-1_6
Gilbert, F. (2021). Why Teach Creative Writing? Examining the
Challenges of Its Pedagogies. Changing English: Studies in Culture
and
Education,
28(2),
148–168.
https://doi.org/10.1080/1358684X.2020.1847043
Gonzalez-Argote, J. (2022). Strategies to raise the standards of quality,
standardization, visibility and scientific impact of the Master’s
Degree in Integrated Management of Nursing Services. Salud,
Ciencia
y
Tecnologia,
2.
https://doi.org/10.56294/saludcyt202247
Gupta, A. (2017). Visual features for context-aware speech recognition.
ICASSP, IEEE International Conference on Acoustics, Speech and
Signal
Processing
Proceedings,
5020–5024.
https://doi.org/10.1109/ICASSP.2017.7953112
Han, I. (2022). Contextualization of Communicative Language Teaching
in Confucian Heritage Culture: Challenging Pedagogic
Dichotomization.
SAGE
Open,
12(1).
https://doi.org/10.1177/21582440221079895
Huang, L., He, H., Chen, W., Ren, X., Chen, Y., & ... (2015). Quantitative
trait locus analysis of agronomic and quality-related traits in
cultivated peanut (Arachis hypogaea L.). Theoretical and Applied
…. https://doi.org/10.1007/s00122-015-2493-1
Huang, Y.-S., & Asghar, A. (2018). Science education reform in Confucian
learning cultures: teachers’ perspectives on policy and practice in
Taiwan. Cultural Studies of Science Education, 13(1), 101–131.
https://doi.org/10.1007/s11422-016-9762-4
Jahir, T., Pitchik, H. O., Rahman, M., Sultana, J., Shoab, A. K. M., Nurul
Huda, T. M., Byrd, K. A., Islam, M. S., Yeasmin, F., Baker, M.,
Yeasmin, D., Nurunnahar, S., Luby, S. P., Winch, P. J., & Forsyth,
J. E. (2021a). Making the invisible visible: Developing and
evaluating an intervention to raise awareness and reduce lead
exposure among children and their caregivers in rural
Bangladesh.
Environmental
Research,
199.
https://doi.org/10.1016/j.envres.2021.111292
Jahir, T., Pitchik, H. O., Rahman, M., Sultana, J., Shoab, A. K. M., Nurul
Huda, T. M., Byrd, K. A., Islam, M. S., Yeasmin, F., Baker, M.,
Yeasmin, D., Nurunnahar, S., Luby, S. P., Winch, P. J., & Forsyth,
J. E. (2021b). Making the invisible visible: Developing and
evaluating an intervention to raise awareness and reduce lead
exposure among children and their caregivers in rural
Bangladesh.
Environmental
Research,
199.
https://doi.org/10.1016/j.envres.2021.111292
Khalajinia, Z., Alipour, Z., & Safaeipour, R. (2020). Exploring medical
teachers’ and interns’ experiences regarding professional ethics.
Journal of Education and Health Promotion, 9.
https://doi.org/10.4103/jehp.jehp_706_19
Kiliç, A., & Şahin, Ş. (2017). Designing the learning and teaching process

Overall, the E-RAISE Model effectively increased students'
understanding of science concepts. These findings emphasize the
importance of contextual and relevant educational innovations to
improve students' scientific literacy and academic achievement.
Integrating local cultural values as a frame of reference in science
learning enriches the learning process and positively impacts student
learning outcomes. Therefore, this approach can be an effective
strategy to improve students' scientific literacy and academic
achievement at various levels of education. This research provides
practical recommendations for teachers and educators to continue to
develop innovative and meaningful teaching methods according to
students' cultural contexts.

REFERENCE
Al-Azri, N. H. (2020). Towards culture-oriented medical philosophy,
education, research and practice. Sultan Qaboos University
Medical
Journal,
20(4),
e290–e295.
https://doi.org/10.18295/squmj.2020.20.04.003
Almonacid-Fierro, A., Urrutia, J. M., Sepúlveda-Vallejos, S., &
Valdebenito, K. (2021). Social representations of physical
education teachers concerning the game: a qualitative study in
Chile. Pedagogy of Physical Culture and Sports, 25(6), 373–381.
https://doi.org/10.15561/26649837.2021.0606
Al-Msary, A. J. K. (2023). ANALYZING AND EVALUATING ECONOMIC
INDICATORS AND OCCUPATIONAL SAFETY TO RAISE
PERFORMANCE EFFICIENCY IN INDUSTRIAL COMPANY: APPLIED
RESEARCH IN THE BABYLON CEMENT FACTORY. International
Journal
of
Professional
Business
Review,
8(1).
https://doi.org/10.26668/businessreview/2023.v8i1.989
Bak, M. A. (2018). Taming monstrous play: Steam learning, maker
culture, and monster-making media for children. Comunicazioni
Sociali,
2018(2),
218–231.
https://www.scopus.com/inward/record.uri?eid=2-s2.085053690981&partnerID=40&md5=5a95dbdb922c0e021b0fb7e
254c924b6
Balasubramanian, S. (1998). Mail versus mall: A strategic analysis of
competition between direct marketers and conventional
retailers.
Marketing
Science,
17(3),
181–195.
https://doi.org/10.1287/mksc.17.3.181
Bormann, J. (1987). Mechanism of anion permeation through channels
gated by glycine and gamma‐aminobutyric acid in mouse
cultured spinal neurones. The Journal of Physiology, 385(1), 243–
286. https://doi.org/10.1113/jphysiol.1987.sp016493
Bosma, R., Sidik, A. S., van Zwieten, P., Aditya, A., & Visser, L. (2012).
Challenges of a transition to a sustainably managed shrimp
culture agro-ecosystem in the Mahakam delta, East Kalimantan,
Indonesia. Wetlands Ecology and Management, 20(2), 89–99.
https://doi.org/10.1007/s11273-011-9244-0
Braithwaite, D. (2003). Using the internet to conduct surveys of health
professionals: A valid alternative? Family Practice, 20(5), 545–
551. https://doi.org/10.1093/fampra/cmg509
Brendel, E., & Jäger, C. (2005). Contextualisms in epistemology. In
Contextualisms in Epistemology. Springer Netherlands.
https://doi.org/10.1007/1-4020-3835-6
Checa-Romero, M. (2016). Developing skills in digital contexts: Video
games and films as learning tools at primary school. Games and
Culture,
11(5),
463–488.
https://doi.org/10.1177/1555412015569248
Costa, M. C., Ferreira, C. A. F., & Pinho, H. J. O. (2023). Physics of Sound
to Raise Awareness for Sustainable Development Goals in the
Context of STEM Hands-On Activities. Sustainability
(Switzerland), 15(4). https://doi.org/10.3390/su15043676
Cremer, D. De. (1999). Social identification effects in social dilemmas: A
transformation of motives. European Journal of Social
Psychology, 29(7), 871–893. https://doi.org/10.1002/(SICI)10990992(199911)29:7<871::AID-EJSP962>3.0.CO;2-I
Cumyn, A., Ménard, J.-F., Barton, A., Dault, R., Lévesque, F., & Ethier, J.F. (2023). Patients’ and Members of the Public’s Wishes
Regarding Transparency in the Context of Secondary Use of

32

ZamZam, R et al. The "E-RAISE Model" exploration... Assyfa Journal of Multidisciplinary Education, 1 (1), 27–32. 2024
of Religious Culture and Moral Knowledge course according to
student-centered approach. Egitim ve Bilim, 42(189), 269–285.
https://doi.org/10.15390/EB.2017.5640
Kim, S. Y., & Paek, J. (2015). An analysis of culture-related content in
English textbooks. Linguistic Research, 32(special-edition), 83–
104. https://doi.org/10.17250/khisli.32..201507.005
Kirkebæk, M. J., Du, X.-Y., & Jensen, A. A. (2013). Teaching and learning
culture: Negotiating the context. In Teaching and Learning
Culture: Negotiating the Context. Sense Publishers.
https://doi.org/10.1007/978-94-6209-440-6
Kobylаrеk, A. (2021). Post-pandemic challenges for learning
communities. Journal of Education Culture and Society, 12(1), 5–
11. https://doi.org/10.15503/jecs2021.1.5.11
Krausmann, F. (2013). Global human appropriation of net primary
production doubled in the 20th century. Proceedings of the
National Academy of Sciences of the United States of America,
110(25),
10324–10329.
https://doi.org/10.1073/pnas.1211349110
Lesková, A., Uličná, Z., Tkáčová, H., Leka, K., & Mateo, D. A. (2023).
Challenges and Current Issues of Education in the Era of Digital
and Technological Changes. Journal of Education Culture and
Society,
14(2),
319–327.
https://doi.org/10.15503/jecs2023.2.319.327
Li, X., & Li, Z. (2021). Design Innovation of Intangible Cultural Heritage:
Challenges on the Basis of Mobile Phone Culture. In M. M. Soares,
M. M. Soares, E. Rosenzweig, & A. Marcus (Eds.), Lecture Notes
in Computer Science (including subseries Lecture Notes in
Artificial Intelligence and Lecture Notes in Bioinformatics): Vol.
12781 LNCS (pp. 37–46). Springer Science and Business Media
Deutschland GmbH. https://doi.org/10.1007/978-3-030-782276_4
Luka, I. (2021). Developing Adult Learners’ Language Competence in
Culture-Based Blended-Learning Course. Acta Universitatis
Sapientiae,
Philologica,
13(2),
71–92.
https://doi.org/10.2478/ausp-2021-0014
Lyle, D. (2003). Operators raise E&amp;P spending plans. Hart’s E and P.
Mason, G. (2007). Why and how should we use environmental
enrichment to tackle stereotypic behaviour? Applied Animal
Behaviour
Science,
102(3),
163–188.
https://doi.org/10.1016/j.applanim.2006.05.041
Miller, E. A., Booth, M., & Mor, V. (2008). Meeting the demographic
challenges ahead: Toward culture change in an ageing New
Zealand. Australia and New Zealand Health Policy, 5.
https://doi.org/10.1186/1743-8462-5-5
Nambiar, R. M. K., Ibrahim, N., Hashim, R. S., Yasin, R. M., Azman, H.,
Yusof, N. M., Ramli, R., & Mustaffa, R. (2020). Impact of local
culture-based reading materials on students’ skill development
and confidence in english. Universal Journal of Educational
Research,
8(2),
445–453.
https://doi.org/10.13189/ujer.2020.080215
Nusseck, M., Immerz, A., Richter, B., & Traser, L. (2022). Vocal Behavior
of Teachers Reading with Raised Voice in a Noisy Environment.
International Journal of Environmental Research and Public
Health, 19(15). https://doi.org/10.3390/ijerph19158929
Oktarina, Y., Inderawati, R., & Petrus, I. (2022). Developing Local
Culture-Based EFL Reading Materials for the 21st-Century
Learning. Studies in English Language and Education, 9(3), 1128–
1147. https://doi.org/10.24815/siele.v9i3.24660
Peim, N., & Hodkinson, P. (2007). Contexts, cultures, learning:
Contemporary understandings. Educational Review, 59(4), 387–
397. https://doi.org/10.1080/00131910701619282
Putra, F. G., Sari, A. P., Qurotunnisa, A., Rukmana, A., Darmayanti, R., &
Choirudin, C. (2023). What are the advantages of using leftover

cooking oil waste as an aromatherapy candle to prevent
pollution? Jurnal Inovasi Dan Pengembangan Hasil Pengabdian
Masyarakat, 2, 59–63.
Ramazanova, D., Togaibayeva, A., Yessengulova, M., Baiganova, A., &
Yertleuova, B. (2022). Using Instagram to raise the effectiveness
of distance learning in English: The experience of Kazakhstani
students.
Frontiers
in
Education,
7.
https://doi.org/10.3389/feduc.2022.923507
Rizdania, R., Riono, S. H., Rakhmawati, P. U., & Darmayanti, R. (2023).
Interns: Mentoring and Counseling on the Software
Development Process. Jurnal Inovasi Dan Pengembangan Hasil
Pengabdian Masyarakat, 1, 22–29.
Saber, M. D., Nourabadi, S., Al-Salami, A. A. A., Pallathadka, H.,
Nazarkosimov, S. I., Linh, H. V, Al-Khafaji, F. A. H., & Muda, I.
(2022). ‘Islamic Culture’ textbook content and religious needs of
literacy students. HTS Teologiese Studies / Theological Studies,
78(1). https://doi.org/10.4102/hts.v78i1.7994
Scarino, A. (2008). Community and culture in intercultural language
learning. Australian Review of Applied Linguistics, 31(1), 5.1-5.15.
https://doi.org/10.2104/aral0805
Sutton, J., & Tse, P. S. M. (1997). Curriculum issues in the relationship
between language, culture and learning: The case of food and
beverage management teaching. Journal of Vocational Education
and
Training,
49(3),
367–384.
https://doi.org/10.1080/13636829700200024
Syafii, M. L., Buntoro, G. A., & Sugianto, A. (2022). A Conceptual Model
of Culture-Based English Learning Materials in Indonesia.
International Journal of Learning, Teaching and Educational
Research, 21(10), 50–63. https://doi.org/10.26803/ijlter.21.10.3
Taylor, S. (1995). Effects of Mindset on Positive Illusions. Journal of
Personality and Social Psychology, 69(2), 213–226.
https://doi.org/10.1037/0022-3514.69.2.213
Uhlenhopp, D. J. (2020). Epidemiology of esophageal cancer: update in
global trends, etiology and risk factors. Clinical Journal of
Gastroenterology,
13(6),
1010–1021.
https://doi.org/10.1007/s12328-020-01237-x
Urban, J. D. (2007). Functional selectivity and classical concepts of
quantitative pharmacology. Journal of Pharmacology and
Experimental
Therapeutics,
320(1),
1–13.
https://doi.org/10.1124/jpet.106.104463
Usmiyatun, U., Darmayanti, R., Safitri, N. D., & Afifah, A. (2021).
Cognitive style, thinking ability, mathematical problems, how do
students solve open-ended problems? AMCA Journal of Science
and Technology, 2.
Yao, G. (2019). Vocabulary learning through data-driven learning in the
context of Spanish as a foreign language. Research in Corpus
Linguistics, 7, 18–46. https://doi.org/10.32714/ricl.07.02
Zamzam, R., Novitasari, D. R., & Suharsiwi, S. (2024). “ RAISE”
exploration of science challenges and cultural values improves
learning outcomes. Assyfa Journal of Multidisciplinary Education,
1.
Zhang, D., & Sun, G. (2021). Text Complexity Classification Data Mining
Model Based on Dynamic Quantitative Relationship between
Modality and English Context. Mathematical Problems in
Engineering, 2021. https://doi.org/10.1155/2021/4805537
Zulfikar, M. F. Z. (2018). Digitalization as a solution to raise Indonesian
furniture market: A study of the development of furniture ecommerce platform in Jepara, Indonesia. Proceedings of the 31st
International Business Information Management Association
Conference, IBIMA 2018: Innovation Management and Education
Excellence through Vision 2020, 4778–4787.

33