Evaluation Analysis of Science Learning on the Theme of Family and Community Traditions in Grade III Elementary School

Abstract

Learning is a dynamic interaction between teachers, students, and the socio-cultural environment that shapes the overall learning experience. In Indonesian elementary schools, science learning is still dominated by textbook-based approaches that tend to be abstract and disconnected from students’ daily realities. Consequently, the integration of science concepts with cultural practices that students encounter in their everyday lives remains limited. This study aims to evaluate third-grade students’ understanding of science concepts within the theme Family and Community Traditions, with emphasis on cultural values and social roles. Using a descriptive quantitative approach, the research involved 28 students. Data were collected through a 10-item multiple-choice test, classroom observations, and learning document analysis. The findings show an average score of 7.17 (SD = 1.02), with 32% of students categorized as low-achieving. Only 43% answered correctly on items requiring connections between cultural content and personal experience, indicating a gap in linking scientific ideas with cultural traditions. These results highlight the need for contextual and culturally responsive learning strategies, including the use of visual media, folklore, exploratory projects, and community-based activities. The study emphasizes the teacher’s role in creating learning environments that support scientific reasoning while fostering social empathy, cultural identity, and active community engagement. The implications offer insights for designing a more meaningful and culturally relevant science curriculum for Indonesian children.