Exploring Indigenous Knowledge of Traditional Martial Art “Silat Beksi” to Identify Contents and Contexts for Science Learning in Biology Education


  • Mega Elvianasti Universitas Negeri Padang / Universitas Muhammadiyah Prof. Dr. Hamka
  • Lufri Lufri Universitas Negeri Padang
  • Rahadian Zainul Universitas Negeri Padang
  • Festiyed Festiyed Universitas Negeri Padang
  • Skunda Diliarosta Universitas Negeri Padang
  • Robby Zidny University of Sultan Ageng Tirtayasa
  • Meisya Aqilla Damaiana Universitas Muhammadiyah Prof. Dr. Hamka




indigenous knowledge, biology learning, culture-based curriculum, contextualization


Many educators highly recommend integrating science learning with the themes of local wisdom. Orientation to indigenous knowledge and Western science is believed to facilitate students in connecting science learning with the actual condition of their surroundings. The applied curriculum yet widely provided an opportunity for such local integration in science learning. This study investigates the indigenous science and values of Betawi tribe (Indonesia) traditional martial art “silat beksi” to identify ccontent’s and valuable context for science learning in biology education on the topic of motion systems. The results showed twelve reconstructed moves of silat beksi based on the bones, joints, muscles and the type of movement. It shows a scientifically rich cultural context in the local wisdom of Betawi people. This research contributes to integrating aspects of local wisdom that are relevant to science learning. It also emphasizes the importance of studying and identifying local wisdom aspects in science learning before being integrated into the curriculum.


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2023-02-24 — Updated on 2023-03-13


How to Cite

Elvianasti, M., Lufri, L., Zainul, R., Festiyed, F., Diliarosta, S., Zidny, R., & Aqilla Damaiana, M. (2023). Exploring Indigenous Knowledge of Traditional Martial Art “Silat Beksi” to Identify Contents and Contexts for Science Learning in Biology Education. Pegem Journal of Education and Instruction, 13(2), 371–385. https://doi.org/10.47750/pegegog.13.02.40 (Original work published February 24, 2023)