ABSTRACT
This phenomenological study aimed to prove that experiences of the use of reflective journal, consisting of five researcher-made and duly validated interview are beneficial in gathering the experiences of Indigenous People (IP) learners in learning science. To interpret the data, thematic analysis was used and the following insights were derived: (1) learners view of reflective journal as enjoyable, provides improvement in critical thinking and creativity, provides information and provides freedom of expression; (2) learners experience were self-realization, develop critical thinking skills, provide guidance and write freely; (3) learners hindering factors encountered were submission on time, feeling pressured provision of journal notebook, and difficulty in writing, and; (4) learners ways to manage the challenges they encountered were provide extra notebook, taking down notes, attentive listening and provide personal intervention. The findings were used as basis for intervention program that will help learners enhance their learning in earth and life science.
Keywords: reflective journal, experiences, science, indigenous people, leraners, intervention program
INTRODUCTION
Reflective journals have been widely utilized in the literature to enhance students' learning, develop writing proficiency, and evaluate their level of reflection (Ahmed, 2019). As a pedagogical tool, reflective journaling is highly regarded for fostering lifelong skills among learners (Schneider et al., 2021). Within the classroom, reflective journals serve as a means to assess students' performance and document the knowledge and experiences they have acquired. Students are encouraged to write their responses, ideas, and insights in their vernacular language, allowing them to freely articulate their thoughts. However, this practice is relatively unfamiliar to learners, particularly those belonging to Indigenous Peoples (IPs) communities. Typically, a reflective journal consists of a standard notebook with blank pages, promoting unrestricted writing and self-expression. Students use any available standard notebook for journaling purposes.
Indigenous Peoples, also known as native people, are recognized as the original inhabitants of a particular region who preserve traditional practices and cultural heritage (Tabilon, 2020). In the Philippines, Indigenous Peoples constitute approximately 10% to 20% of the total population (The Indigenous People, 2023), with the majority—63%—residing in Mindanao, 34% in Luzon, and 3% in the Visayas (NCIP, 2018). In Iloilo Province, the town of Alimodian is home to a Panay-Bukidnon Indigenous People community. These communities are predominantly located in the Barangays of District 7, which include Ugbo, Cunsad, Malamboy-Bondolan, Tarug, Bugang, Bagsakan, and Gines, as well as in District 8 Barangays such as Tabug, Cabacanan Proper, Cabacanan Rizal, Manasa, Lico, Dao, and Uminggan. Gines National High School, one of the most remote secondary schools in Alimodian, has a student population composed of almost 96% Indigenous Peoples, according to the Learners Information System (LIS) for the school year 2024-2025. Considering the substantial presence of IP learners in the school, the researcher seeks to explore their narratives through journal writing.
Teaching IPs is quite challenging because of factors that affects their learning like culture, interest, and teaching strategies inspite teaching science is fun and engaging.
Through this, the researcher can extract data of the experiences of Indigenous People (IP) learners as they narrate their learning activities and in using a reflective journal in proposed in order to make the teaching and learning process more fun and engaging for the Indigenous People (IP) learners.
In this research study, reflective journal plays an important role as a “tool” that would help the researcher in finding the experiences of Indigenous People (IP) learners as they narrate their experiences towards their subject Earth and Life Science. Through the use of reflective journal, the researcher will be able to capture the experiences of Indigenous People (IP) learners in learning Earth and Life Science by analysing the narratives that they have written.
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