Integrating Indigenous Ethnoastronomy into Science Learning: A Case Study of Galela Fishermen

Abstract

Indigenous astronomical knowledge represents a valuable yet underutilized resource for culturally responsive science education. Although Indonesia's Merdeka Curriculum encourages the integration of local knowledge into classroom learning, empirical studies documenting indigenous ethnoastronomy in eastern Indonesia and translating it into pedagogically applicable models remain scarce. This study documents the ethnoastronomical knowledge of the Galela fishing community, examines its alignment with junior secondary science concepts, and develops an integration model grounded in epistemic justice. A qualitative ethnographic design was employed involving eight purposively selected informants representing three generations and both genders. Data were collected through participant observation, in-depth interviews, and a Focus Group Discussion, and analyzed using thematic analysis with triangulation, member checking, and peer debriefing to ensure trustworthiness. Four interconnected ethnoastronomical components were identified: stellar navigation, a lunar fishing calendar, monsoon prediction, and ethno-meteorological observation. The findings reveal substantial cross-generational knowledge erosion and uncover gender-specific ecological knowledge contributed exclusively by female informants. Based on these findings, the study proposes the MIE-Galela model, comprising Recognition, Dialogisation, Validation, and Contextualisation. The model's principal innovation lies in the Validation phase, which operationalizes epistemic justice by reframing classroom inquiry toward understanding why indigenous knowledge functions effectively rather than questioning its legitimacy. This study advances multicultural science education by demonstrating how indigenous knowledge can be integrated as a legitimate epistemic partner in science learning, providing a culturally responsive framework for strengthening scientific literacy, cultural sustainability, and epistemic inclusion.