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Identification of the indigenous science concepts in the batik-manufacturing process to develop STEM integrated ethnoscience learning

The aim of the study was to identify the scientific concept in the batik manufacturing processes as learning resources for developing science teaching learning grounded in STEM-approaches and ethnoscience. The research method was one of qualitative ethnographic studies. Data were collected by observation, interviews, and documentation studies at Pekalongan Municipality and Regency. The results showed that in the process of batik-manufacturing by indigenous people in Pekalongan, the concept of science was successfully identified and related to science teaching learning for junior high schools. Furthermore, these scientific concepts were integrated into science learning using the Science, Technology, Engineering and Mathematics (STEM) approach.


Introduction
Science learning generally refers to western science [1]. Science learning in Indonesia often contains the content and context of western science. On the other hand, Indonesia is rich in culture and natural resources. It is time for science learning in Indonesia grounded in the culture of the local community, called indigenous science/society science. Analysis of the science education curriculum reveals that the curriculum has a concern for local cultural characteristics so that it can be used as a potential to develop education in the regions. In other words learning can be viewed from the cultural and scientific context based on a multicultural perspective [2]. Therefore, it is interesting to develop further science learning from a multicultural perspective (integrated ethnoscience).
Pekalongan, Central Java is known for its batik culture. Pekalongan indigenous people have been doing batik activities for generations. Batik has never been studied by an educational institution, even people can make batik and apply science concepts in their process of batik. Many science concepts are identified in the batik manufacturing process, such as elements, compounds, mixtures, acid-bases, solubility and others. Indigenous science concepts can be reconstructed into scientific knowledge as science learning resources in the classroom. Science learning can be viewed from multicultural perspectives. Reconstruction of indigenous science from Pekalongan society into the form of scientific knowledge is needed as a basis for integrating ethnoscience into science learning. This process of reconstruction and inculturation of indigenous science into scientific knowledge in the process of batik  2 manufacturing has not been yet done much, so that in this study it is necessary to do reconstruction and inculturation of indigenous science in the process of batik-making into scientific science.
Analysis of various scientific publications showed that 21st century learning requires innovative learning. One of the innovative learning currently being developed in various countries is Science, Technology, Engineering, and Mathematics (STEM) education [3]. STEM is integrated learning that can support the success of 21st century skills achievement. STEM education help improve creativity and problem solving [3,4]. STEM education influences academic success, creative thinking skills, scientific attitude, process skills [5][6][7]. Thus, STEM education needs to be developed and implemented to achieve the success of 21st century skills achievement.

Methods
This study used a qualitative approach through ethnoscience research. This research was focused on identification of concepts of science of society in the process of batik manufacturing. It was conducted at the District of Pekalongan and Pekalongan Municipality, Central Java. The data collection technique was implemented by observation, interview, and documentation study. The focus questions at the time of observation and interviews were included: definition of batik, knowledge of batik, preparation stages in batik, designing batik process with stamp-batik, colouring process with natural dyes, fixation (colour sharpening), colouring process with synthetic dyes, and the process of removing batik wax (pelorodan).
The steps of reconstructions of indigenous knowledge into scientific knowledge are presented in the Table 1.

Validation and Conceptualization
Conducting validation to the references, relevant data sources, and the experts The finding of scientific knowledge as a science concepts as a result of the reconstruction of indigenous science related to the batik-manufacturing processes Furthermore, the reconstructed science concepts provide information in integrating ethnoscience in STEM-approach science learning.

Results and Discussion
The code of the respondent is stated by Table 2. Based on observations and interviews with batik workers, information was obtained as follow:

The definition of batik
Currently batik workers were already in the 4th generation. The batik workers (B1, B2, B3) cannot explain the meaning of batik. The definition of batik as stated by [8] Batik is one of the results of Indonesian culture that has become an economic commodity and has been recognized worldwide through UNESCO as a nonmaterials cultural heritage on October 2, 2009 [8]. Figure 1 show activities interview the batik workers. When asked about where to get knowledge about batik. They answered that the batik knowledge possessed by batik workers was obtained from generation to generation from earlier batik workers. This is as expressed in the previous ethnoscience study that the knowledge obtained by the community originated from generation to generation or ancestral heritage [9,10]. . The identification of science concept from indigenous science of batik-manufacturing can be seen in the Table 3. Copper is a chemical element and its symbol is Cu (Cuprum, Latin). It has atomic number 29. It is a soft, malleable, and ductile metal whose thermal and electrical conductivity is high. A currently exposed surface of genuine copper is colored by pinkish-orange. Copper has some functions such as to conduct heat and electricity, to build material, and to constitute different metal alloys, such as sterling silver used in jewelry. Science Concept • Heat, Heat Transfer (Conductor, Isolator) 4 What is the process of colouring for natural dyes?

N1, N2, N3:
Dyeing in a dye solution The part covered with batik wax is not colored. It is aerated.
Dyeing is repeated according to the desired color.
Basically, dyeing fabrics into a color solution utilizes the concept of solubility "like dissolve like". Batik waxes contain oil and have non-polar covalent bonds, while the dye solution contains water which has polar covalent bonds. Thus oil and water will not dissolve with each other. For examples coloring with natural substances from mangrove waste. Cotton fabrics that has been dipped in natural dyes from mangrove waste will form hydrogen bonds between hydroxyl phenol groups from tannin compounds in mangrove waste with hydroxyl groups from cellulose fibers [13] Science Concept • Chemical Bonding (Senior High School) 5 What is the function of fixation?

N1, N2, N3:
Fixation has the function to binding the color so the colors that have been attached are not easily separated.
Fixation (color locking) uses materials containing metal complexes due to their characteristics which have the ability to form coordination complexes with dye molecules [14]. Metal ions form a coordination bond with the dye molecule so that it is not dissolved in water [16].Differences in fixation substances will produce different color directions [15][16][17]. Science Concept • Chemical Bonding (Senior High School) 6 What are the substances that can be used for fixation?

N1, N2, N3: Alum Lime Lotus
The fixative substance of the alum [KAl(SO4)2] occurs a reaction between ion Al 2+ and the dye. For fixative of lime (CaCO3), a reaction occurs between Ca 2+ ions and tannins to produce yellow deposits. In the use of lotus (FeSO4), there is a chemical reaction between the tannins in the mangrove leaves and Fe2+ on the lotus to form complex salts to form a greenish brown color [15] Science Concept • Chemical Bonding (Senior High School) 7 How is the process of colouring with synthetic dyes? G1: Dyed in dye solution, that is base + kostik sisik. 1 gayung (bucket) of batik dye is used for 1 fabric, then dyeing in garem (salt solution) + air keras (sulphuric acid) for color sharpening. Before the second dye, the fabrics are washed first, and then given another color so that the dye that binds with garem is not release again. G2: To make soft colors, before being dyed the fabrics is dipped first so the color is easily absorbed. Dip it into the solution 3 times. Then dipping into the air keras (sulphuric acid) for "locking color or mejahi". 1 gayung color solution for 1 fabric. G3: To make an old color, we have to color it twice. Dyes for coloring: base + kostik sisik, AS + coustics garem (salt solution) + nitrite, Garem (salt solution) mixed with air keras .
Basically, coloring fabrics into a color solution uses the concept of solubility "like dissolve like". Batik wax contains oil and has non-polar covalent bonds, while the dye solution contains water which has polar covalent bonds. Thus oil and water will not dissolve with each other. Cotton fabrics that have been dipped in synthetic dyes will form a bond between the dye compound and the hydroxyl group of cellulose fibers [13]. Science Concept • Chemical Bonding (Senior High School) • Solubility (Senior High School) • Acid and base (Junior High School) • Characteristics of Coloring (Junior High School) 8 What is the pelorodan (removing batik wax) process? L1: Dip it in hot water with soda ash mixture. After the wax is released, the wax is removed and immediately washed for twice. L2, L3: First dip it in hot water which is given a soda Pelorodan is removing batik waxes of the texture by placing or heating up the fabric in heated water on the stove. The point is to remove the layer of wax, so the thought processes which have recently drawn unmistakable, recently observed obviously, this immersion won't make themes that have 5 ash mixture (so the wax is easily released). Next step is dipped in hot water without soda ash (for cleaning). After the wax is released, the batik is lifted and immediately washed (dyed). Inserted tinoval cleaning for 0.5-1 hours to make it white. Tinoval in the form of powder brewed with water and then put in the tub. The batik is dyed, lifted, then drying.
been attracted presented to shading, in light of the fact that the top of the texture is still covered in a slight layer (wax not totally blurred) [20]. Science Concept • Heat The results of the science concept reconstructed from indigenous science to scientific knowledge can be integrated to the science subject in Junior High School. Students can better understand science content that comes from local wisdom sources. The exploration of local culture is important for understanding the local knowledge that is integrated into the school. Cross-culture approach is used when science in school can combine western science (modern science) with traditional science (indigenous science) [18,19]. Furthermore in a study revealed that the teachers stated that out-ofschool learning environments affect positively on students' cognitive and affective development [20]. The concept of science then linked to competence standards in science learning. It is related to basic competence as stated in the Table 4.

Conclusion
From the study, it was found that there was scientific knowledge reconstructed from indigenous science in the batik-manufacturing processes. Science concept resulted from that reconstruction can be integrated into science learning using STEM approach.