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AIP Conference Proceedings 2468, 060020 (2022); https://doi.org/10.1063/5.0102485 2468, 060020
© 2022 Author(s).
Science concepts in traditional game
“Dhongi Koti” from Nagekeo-NTT for
developing science learning
Cite as: AIP Conference Proceedings 2468, 060020 (2022); https://doi.org/10.1063/5.0102485
Published Online: 29 December 2022
Yohanes Freadyanus Kasi, Ari Widodo, Achmad Samsudin, et al.
Science Concepts in Traditional Game “Dhongi Koti” from
Nagekeo-NTT for Developing Science Learning
Yohanes Freadyanus Kasi a), Ari Widodo b), Achmad Samsudin c) and Riandi d)
Science Education, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudhi No. 229 Bandung, West Java 40154, Indonesia
a)Corresponding author: yohaneskasi@upi.edu
b)widodo@upi.edu
c)achmadsamsudin@upi.edu
d)rian@upi.edu
Abstract. The studies explore and identify the science concepts in the traditional game “dhongi koti” that can be integrated
into science learning and introduce students to the cultural values of “dhongi koti”. Ethnoscience approach in science
learning allows pupils to build the related meaning builds upon their experiences as participants of ethnic people, grow
their engagement in learning so they can make the knowledge themselves, and be motivated to learn science by their own
inquisitiveness. The result identification of sciences concept in the traditional game “dhongi koti” in Nagekeo districts,
NTT can be integrated into science learning included the sciences concept such as Newton’s Laws, friction, and pressure.
Newton's laws take place at the time the "koti" or top of silence then will remain silent if there is no outside force influence,
and the greater the force is given to the "koti" the greater the acceleration. The friction style occurs when the "koti" is based
on the base where the "koti" is played, and the pressure concept occurs between the "koti" against the base where the top
is rotating. Recommendation for these studies for sciences teachers to do this well, they must (1) be knowledgeable about
the nature of science concept in cultural activities, (2) develop their own skills to using ethnoscience approach in learning
practice in the classroom. The future research ethnoscience approach in Nagekeo district is very useful, identifying
scientific concepts in cultural activities to bringed in science learning.
INTRODUCTION
National Science Education Standards, (1996) explains that science is a certain way of looking at nature, a part of
knowledge that is developing rapidly, has an area of interdisciplinary learning, has international scope, is always
tentative, always shows skepticism, guides perseverance from its practice and uses investigative approaches and
processes to construct knowledge student learning and outcomes. Many research have explained the teacher as a
decisive aspects in student learning and outcome [1][2]). A great number of other studies have concentrated on
questions connected to what professional competence is necessary for education or what type of knowledge and skills
is the most important in teaching and learning practice [3]. Based on this statement, teaching develops a multifaceted
assignment even more so for science education, in which teachers have the purposes of promoting the increase of the
International Conference on Mathematics and Science Education (ICMScE 2021)
AIP Conf. Proc. 2468, 060020-1–060020-6; https://doi.org/10.1063/5.0102485
Published by AIP Publishing. 978-0-7354-4288-7/$30.00
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sciences, scientific literacy, student centered, and a critical approach [4]. Teachers should understand their support as
a learning source for the students and advantage from differences in participants’ beliefs, knowledge, and teaching
practices [5]. The enactment of a competence-based approach implies essential modifications in both the curriculum
and teaching not least in expressions of how teachers interpret learning with traditional emphasis [6]. One approach
to teaching science for evenhandedness is through ethnoscience, which teaches to and through students’ personal and
cultural strengths [7]. Ethnoscience was selected as it investigates original knowledge of the societies and changes it
into a scientific one [8].
The application of the ethnoscience approach is hence based on the references for teaching science by the Science
for All Movement (UNESCO, 1991) which are that a) the content, language, symbols, designs, and purpose of the
curriculum should be linked to day-to-day experiences and goals of the children, b) theory should be linked to practice,
human purpose, the quality of life, and in-school experience to out-of-school experience; and, c) teaching and learning
should begin from the beliefs, interests, and learning skills that students bring to the classroom and should help each
of them extend and revise their ability and understanding [9][10]. Indonesia is now implementing the curriculum 2013
aimed at leads pupils to think critically and learn actively in looking for information, explanation a phenomenon, and
giving explanations to a problem [11]. The content of the curriculum 2013 on the topics of science be able to support
and involve the culture and local wisdom, it means that science teachers must be approachable to the development of
culture and local wisdom [12][13] to build interest and the ability of learners to make the factual in their science
lessons.
Although the researchers gave less attention to cultural and social issues [14], in current years several ethnoscience
studies have been a focus on the investigation. The studies have concentrated on variables for instance students’
confidence [15] and motivated in learning science [16]. In the studies regarding contribution in learning conditions,
challenges have been accomplished to increase students’ such as students cognitive, affective, psychomotor and
critical thinking skills [17], content mindfulness [18], and problem-solving skills [19]. Similarly, integrating
ethnoscience in science education seems to be an effective and sustainable technique to comprehend the purposes of
several science curriculums increases[20]. The practice of ethnoscience in science instruction accordingly offers
teachers an occasion to encourage students’ knowledgeable advance via appealing them in thinking.
East Nusa Tenggara (NTT) equally some of the provinces in Indonesia is rich in the background of cultural
act ivities, for examp le, house, musical instrume nt, traditiona l ceremonies and ga me, woven cloth, be lie fs about natural
phenomena, and several. These categories of wealth are not lone expressive of the cultural activities which natural
from one group to the other, nevertheless, likewise, represent the fullness of values and interpretatio ns of a lifetime
that grip by the persons. The studies to explore the local science learning resources in Nusa Tenggara Timur find that
system of livelihood, technology and equipment, and arts, such as the traditional systems of units and measurement,
Newton’s Law and its application in Pasola, temperature, heat and heat transfer concepts in Tatobi, work and energy
in stone-dragging ceremony of Sumbanese megalithic royal gravestones Tena watu, and sound and waves concepts in
Sasando, and so on [21]. Nevertheless, the cultural activities of NTT which full of informative values are fair to a
certain group of wealth and not a part of education in class which could be related. The teacher does not realize that
the ethnoscience approach can help with culture preservation efforts and the student will also, develop their own
culture [22]. This is not a good situation, however, it might become a good potential in growing the quality of learning
completed with cultural activities integration particularly in the sciences. Learning strategy which mentioned to
ethnoscience approach in NTT is predictable to growth the learner's motivation in the learning process, so the students
themselves who will make the knowledge, they will be increased in learning science as well.
The studies to explore and identify the science concepts in the traditional game “dhongi koti” that can be integrated
into science learning and introduce students to the cultural values of “dhongi koti”. Furthermore, the finding that the
ethnoscience approach to improving the learning practice by teachers and understanding of science concepts for
students is important and has repeatedly been interested. Nevertheless, in East Nusa Tenggara there very rarely did
teachers use this approach. Prearranged the appearances of ethnoscience approach studies for improving students'
understanding of science concepts and the result past of these studies is essential to understand its overall conclusion.
This ethnographic study could be shed more light on how to exactly contrivance the ethnoscience approach to
improving learning practice at the science teachers’ level as well as changing their insufficiencies. Henceforth, this
research would suggest an occasion for researchers, program developers, and policymakers to specify the most
effective learning model.
Studies have shown that the technique teachers practice science using the ethnoscience approach is an important
aspect in developing and capturing the attention of students. Hereafter, future studies in teacher professional
development need to emphasize allowing teachers to implement this approach. This study will identify the science
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concept in traditional games "Dhogi koti" to improving science learning in Nagekeo, East Nusa Tenggara. Location
of the Nagekeo district in Eastern Indonesia (East Nusa Tenggara), and near to Australia (see Fig. 1).
The traditional game "dhongi koti" is part of the "etu"/custom boxing ritual that is played at the peak of events to
strengthen the sense of community togetherness. Dhongi koti is the official rite, the start of the koti or top by all
citizens, the audience of the season. After the ceremony, and from then on, the foreigners became folk games that both
children and adults would carry on in the territories of the tribe of Nataia tribe one of the tribes in Nagekeo district.
FIGURE 1. Location of the traditional game “Dhongi koti”
RESEARCH METHOD
This exploration was an ethnographic study through an interpretive design. There are two approaches of the
technique of collection data in this study: interviewing, and documentation. One elder of Nataia tribe in Nagekeo were
interviewed throughout his knowledge about the meaning of the traditional game "Dhongi koti". Furthermore, the
researcher to identify the science concepts in the traditional game "Dhongi koti". An interview question guide of local
values was used in the traditional game "Dhongi koti" as research instruments. The subsequent research questions
directed the study: 1) what science concepts exist in traditional games "Dhongi koti"? 2) How do teachers integrate
systems of knowledge in the traditional games in Nagekeo as learning resources into sciences instruction?
RESULTS AND DISCUSSION
The Values of Traditional Game "Dhongi Koti" that can be Integrated into Science
Learning
East Nusa Tenggara (NTT) is one of the provinces in Indonesia which consists of diverse groups in terms of
ethnicit y, soc ial and cu ltural ba ckgrounds. This d iversity is relat ed to local la nguag es, dances, so cia l arrangements,
clothing, traditional government systems and others. Even though it is different, the people of NTT have the same
thing to believe in their ancestors while maintaining the traditions built by them before. One of the districts in NTT
province that also maintains the traditions of the ancestors is Nagekeo district. In this context, the people of the Nataia
tribe, Nagekeo district every year always hold the traditional game "Dhongi Koti". “Dhongi Koti” or playing top in
the Nataia tribe is a folk game that is usually played after the local “Etu” boxing event. This game is one of a series
of traditional events to commemorate the day of planting to harvest.
FIGURE 2. Koti
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Furthermore, in the context of knowledge, cultural activities in NTT, including in Nagekeo District, can be
explained in a scientific concept. Research by Soko et al. Related to the identification of physics concepts in cultural
activities in NTT, it shows that there are physics concepts in it such as the measurement system, Newton's law,
temperature, energy, sound and waves. The traditional game “Dhongi koti” or playing top which is a series of
thanksgiving harvest events is played by men using koti which is designed using guava or kesambi wood and a rope
wrapped around the koti, the players throw the koti the ground together with the stomping of the rope so that the koti
can rotate. This game requires high skill in throwing the koti, the player who wins the championship is the one who
has the longest spinning koti compared to other players.
FIGURE 3. Koti Traditional game “Dhongi koti”
The traditional game "Dhongi Koti" fits the concept; 1) Newton's Law: Newton's first law of motion states that an
object moving at a constant speed will continue to move at that speed unless a resultant force acts on it. If the koti is
still in a stationary state, the koti will remain still unless a resultant force is applied to it by the player so that it can
rotate. Newton's second law states, "the acceleration caused by a force acting on an object is proportional to the
magnitude of the force, is in the same direction as that force and is inversely proportional to the mass of the object's
inertia." This means that the greater the force exerted by the player on the koti, the greater the acceleration that is
generated. Conversely, the smaller the force exerted by the player on the koti, the smaller the acceleration that is
generated.
FIGURE 4. Science concepts in traditional game “Dhongi koti”
2) Friction force (fs): The friction force is the force that occurs when two objects touch and the force is directed
against the object's motion or the direction the object tends to move. The main friction that occurs on the koti is the
ground where the koti is played. The frictional force that occurs on the bucket is that when the bucket rotates to the
right, the friction force will rotate to the left in the opposite direction to the rotation of the bucket. 3) Pressure (P):
Pressure is the force (F) exerted per unit area (A), with the same force the smaller the cross-sectional area of the koti,
the greater the pressure exerted on the ground, conversely the greater the cross-sectional area. the less pressure the
koti is exerted on the ground.
The Integration of Traditional Game "Dhongi Koti" into Science Learning
Science teachers can relate cultural activities in this context to the traditional game "Dhongi Koti" into science
learning in the classroom. The traditional game "Dhongi Koti" in science learning with the 2013 curriculum can be
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integrated into KD 3.1. understand straight motion, and the effect of force on motion based on Newton's Law, and its
application to the motion of living things and the motion of objects in everyday life. Science teachers in Nagekeo
district using a scientific approach can bring it into classroom learning. Observing, the science teacher takes students
to the place where the game "Dhongi Koti" is held in the Nataia tribe. Asking, the teacher directs students to ask
questions about information that is not understood from what is observed during the game, why can the top spin? Why
is there a spinning top that lasts longer? collecting information, students are directed to collect information related to
questions, process information, the teacher and students process information related to the objectives in KD students
will understand the effect of force on motion based on Newton's Law, as well as its application to the motion of living
things and the motion of objects in everyday life. day, communicate, students are directed to communicate what they
have learned. The results of the identification of science concepts in culture can be brought into the science education
as a method, model and learning media based on ethnoscience to be able to improve student variables (s) such as
concept understanding, creat ive and critical thinking, scientific literacy and problem-solving skills. If the teacher can
carry out implementing ethnoscience in science education well, the consequences will give birth to good students and
have the character of a sense of unity, and making students to be good [23][24]. Hereafter, ethnoscience research can
improve the ability of teachers [25] to master the concepts of science (content) and manage to learn (pedagogy).
CONCLUSION
Science teacher'sெ efforts to teach contextually can be improved by reviewing the concepts and showing their
application in culture activities followed by students. The Ethnoscience approach is a planned design through the
identification of the science concepts in cultural activities wisely to create a science learning process in class. In the
ethnoscience approach, the learner can develop their potential to concept understanding, skills, and attitudes as
Indonesian. We can simply conclude culture-based science learning in class as a learning program in accordance with
local needs, by utilizing a variety of traditional and historical are useful in the process of competence development
and interests of students. The implementation of an ethnoscience approach into science learning can improve students'
understand of the concept of science. The specificity of cultural activities (traditional games), beliefs, views on natural
phenomena, and events in everyday life with differences in each cultural group, potentially to be integrated into science
learning. The future research Ethnoscience approach in Nagekeo district is very useful, identifying scientific concepts
in cultural activities to bringed in science learning.
ACKNOWLEDGMENTS
I sincerely thank Lembaga Pengelola Dana Pendidikan (LPDP), Departemen Keuangan Indonesia, for providing
me with the financial support during my research at Universitas Pendidikan Indonesia.
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