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Journal articles on the topic 'Ethnoscience'
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1
Anatri Desstya and Amalia Dwi Oktaviani. "Needs Analysis the Development of Ethnoscience-Based Batik (Ethnostik) on Material Changes Form in Elementary School." Jurnal Elementaria Edukasia 7, no. 2 (June 30, 2024): 2866–77. http://dx.doi.org/10.31949/jee.v7i2.9207.
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This research is motivated by the need for ethnoscience-based teaching materials to increase student’s love for local wisdom in Indonesia. The purpose of this study: a) evaluate the shortcomings of the use of teaching materials, b) determine the teacher’s understanding of ethnoscience, c) describe the teacher’s experience in using ethnoscience-based teaching materials, d) analyze the urgency of Ethnosciense-Based Batik (ETHNOSTIK) teaching materials in elementary schools. The research design in Research and Development, 4D model on the define stage. The research subjects were 6 teachers from 4th grade of SDN 04 Lempong, SDN Telukan 02, SDN Gelaran 1, SD 06 Al Islam Al fajar Surakarta, SDIT Nurul Huda Pracimantoro. Data collection techniques used questionnaires and interviews. The data were analyzed descriptively. Triangulating sources and techniques tested data validity. The results of this study are: a) the lack of use of teaching materials in the aspect of materials and practically, b) teachers consider ethnoscience as the utilization of goods around, c) the application of the ethnoscience-based teaching materials by several teachers has positive impact on students, d) 100% of teachers agree to develop teaching materials on the phasing transition that raise the Laweyan Batik Solo process for elementary school students. Keywords: Teaching Materials; Ethnoscience; Batik
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Sari, Feby Permata, Maryati Maryati, and Insih Wilujeng. "Ethnoscience Studies Analysis and Their Integration in Science Learning: Literature Review." Jurnal Penelitian Pendidikan IPA 9, no. 3 (March 31, 2023): 1135–42. http://dx.doi.org/10.29303/jppipa.v9i3.2044.
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Ethnoscience is a learning approach related the actual knowledge of the community to scientific knowledge. This article aims to analyze the study of ethnosciences and their integration with science learning for the last five years published in journals indexed by SCOPUS and SINTA This is qualitative research using a literature review of 20 articles selected based on the paper classification form (PCF). Ethnoscience Learning can be related with culture and local wisdom to the local environment. The results of the paper classification form for research in the field of science, physics, chemistry, and biology. Analysis results show that ethnoscience learning can be integrated with other learning approaches and models, such as contextual, collaborative learning, context-based learning, direct instruction, problem-based learning, and project-based learning. Based on this study, the application of ethnoscience learning can train, improve, and provide a positive effect on competencies in the 21st century, such as critical thinking, creativity, generic science skill, concepts understanding, character, chemical literacy, and scientific literacy
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Setiyaningsih, Yunita, Rohman Dijaya, and Suprianto Suprianto. "Ethnosciences Based Augmented Reality on Botanical Garden." JUITA: Jurnal Informatika 9, no. 2 (November 30, 2021): 173. http://dx.doi.org/10.30595/juita.v9i2.10602.
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Ethnosciences in natural knowledge needs to be developed as a learning material and insight. In the field of education, ethnoscience is not optimal if it is applied in theory or books. Along with the times, the theory of ethnoscience will be displaced by modern technology, therefore the means of knowledge need to be upgraded to more advanced media to gain new experiences, especially for future generations. Researchers are looking for an ethnoscience approach in the field of technology by taking samples of observations of plant species in the Botanical Gardens. The technology used to develop this media is Markerless Augmented Reality based on Android applications. Researchers use 3D plant model objects from plant species in functions for the environment, including: Waste particle absorbing plants; CO2-absorbing and O2-producing plants; Odor-absorbing/removing plants; Plants to deal with flooding; Absorbent/odor depressant plants; Plants to overcome inundation, Groundwater conservation plants; Beach safety and abrasion plants. The results of the implementation and testing of the application are built and run with the android.apk device. This application is called EARBot (Ethnoscience Based Augmented Reality on Botanical Garden) which is an educational application of knowledge about ethnoscience that uses Markerless Augmented Reality technology.
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Nurhasnah*, Nurhasnah, Lufri Lufri, and Asrizal Asrizal. "Effect Size Analysis of the Implications Ethnoscience Approach to the Improvement of 21st Century Skills in Science Learning." Jurnal IPA & Pembelajaran IPA 6, no. 3 (September 21, 2022): 287–99. http://dx.doi.org/10.24815/jipi.v6i3.26116.
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Indonesia has a variety of cultures so it has a variety of local knowledge related to natural knowledge that can be used as a study of scientific knowledge. Local knowledge of natural knowledge is known as ethnoscience. Integration of ethnosciences into science learning can facilitate the various skills possessed by students. This study aims to analyze the effects of ethnoscience approaches in science learning. This research is a meta-analysis study. Research data were obtained by searching for national articles and international articles in 2017-2021 based on predetermined criteria, namely having data pretest and posttest. The search was carried out on google scholar with the keyword "ethnoscience", "science education", "biology education", "chemical education", "physical education", and "local culture". Next, as many as 26 articles were analyzed by measuring the size of the article effect. Based on the results of the data analysis carried out, the results show that the ethnoscience approach in science learning has a positive influence on improving students' abilities and is effectively used in the learning process of science 1.12 with a high category. Knowing the effects of the ethnoscience approach in science learning, it can be a choice of approach that realizes the purpose of learning science in schools and becomes one of the forums for preserving local culture for the next generation
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Suciyati, Alfi, I. Gusti Putu Suryadarma, and Paidi Paidi. "Integration of ethnoscience in problem-based learning to improve contextuality and meaning of biology learning." Biosfer 14, no. 2 (October 12, 2021): 201–15. http://dx.doi.org/10.21009/biosferjpb.18424.
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Meaningful learning can be carried out by adapting learning to local culture and traditions. Ethnoscience is a set of knowledge identified in a community and can be used as the learning base to create contextual and meaningful learning for students. This study aims to find more information about ethnoscience-based biology learning. The research method used was a literature study. The literature used mainly discusses ethnoscience, ethnoscience learning, and learning methods. The instrument used in this study was a summary table of all related articles, following the summary table made by Cronin et al. (2008). This research produces a new conceptual framework which is a synergy between ethnoscience and problem-based learning. This research also generates six procedures for designing ethnoscience-based learning and five steps to integrate ethnoscience into Problem-based Learning. The integration of ethnoscience in problem-based learning can increase the contextuality and meaning of biology learning and can be applied to maintain local culture. This study recommends the use of procedures resulted from this study to design ethnoscience-based learning and integrate ethnoscience learning into Problem-Based Learning.
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Saija, Maryone, and Dominggus Tahya. "CAN THE ETHNOSCIENCE-BASED INQUIRY LEARNING MODEL IMPROVE STUDENTS’ SCIENCE PROCESS SKILLS?" Molluca Journal of Chemistry Education (MJoCE) 13, no. 1 (January 26, 2023): 40–46. http://dx.doi.org/10.30598/mjocevol13iss1pp40-46.
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This study aims to determine the increase in students' science process skills by applying an ethnoscience-based inquiry learning model to colloid system material from a public high school in West Seram. The type of research used is descriptive-quantitative. The sample used in this research was 30 students in class XI IPA. Data collection techniques in this study were test techniques in the form of a pre-test and a post-test. The results showed that the application of the ethnoscience-based inquiry learning model succeeded in improving students' science process skills, with an increased score calculated based on the results: the average value before learning was 26.29 and increased after learning with an average value of 80.50. The average value of N-gain is 0.74, indicating an increase in students' science process skills in the high category. Encouraging chemistry teachers to explore other ethnosciences to teach colloid systems is necessary.
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Hidaayatullaah, H. N., N. Suprapto, E. Hariyono, B. K. Prahani, and D. Wulandari. "Research Trends on Ethnoscience based Learning through Bibliometric Analysis: Contributed to Physics Learning." Journal of Physics: Conference Series 2110, no. 1 (November 1, 2021): 012026. http://dx.doi.org/10.1088/1742-6596/2110/1/012026.
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Abstract The research purposes are 1) Analyse the results of bibliometric mapping visualization on research trends ethnoscience-based learning and its contribution to physics learning, 2) Analyse author collaboration on research trends ethnoscience-based learning, and 3) Recommendations for future ethnoscience research in physics learning. In this research, the descriptive method is applied with a bibliometric approach. Data was obtained through the Scopus and Google Scholar databases published in the period 2011-2020. The results showed that ethnoscience-based learning made a major contribution to science learning at the elementary to junior high school level and physics at the high school to university level. Ethnoscience can be integrated with learning innovations in schools and can also train/improve students’ thinking skills. Ethnoscience also dominates the social sciences. The recommended research trends in the Scopus and Google Scholar databases are physics learning about ethno-stem, development of ethnoscience-based physics teaching materials, ethnoscience-based physics learning to train students’ scientific literacy and problem-solving skills.
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Murwitaningsih, Susanti, and Maesaroh Maesaroh. "Ethnoscience in Indonesia and It’s Implication to Environmental Education: A Systematic Literature Review." Jurnal Penelitian Pendidikan IPA 9, no. 10 (October 25, 2023): 903–11. http://dx.doi.org/10.29303/jppipa.v9i10.5447.
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Cultural diversity and knowledge are valuable resources for expanding the concept of ethnoscience. Indonesia, with thousands of islands, is the wisdom of local communities in agriculture, the environment, traditional medicine, food, clothing, entertainment, human contact with nature, and other fields. This publication includes descriptive data from ethnoscience research in science learning in Indonesia and its significance using the SLR method. In Indonesia, ethnoscience research trends in learning are dominated primarily by research and development with research groups in the form of: integration of local knowledge in the curriculum, use of technology in ethnoscience learning, ethnoscience-based environmental education, and development of ethnoscience-based contextual learning materials.
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Diastuti, Indah Mei, and Anas Ahmadi. "Ethnography of Science: A Literature Review." Deiksis 16, no. 2 (June 5, 2024): 212. http://dx.doi.org/10.30998/deiksis.v16i2.22726.
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<p class="7Abstract"><em>The study of how certain communities or ethnic groups perceive and comprehend science is known as ethnoscience. This discipline investigates how various communities use, comprehend, and interpret science. While some communities could be more skeptics and hesitant to adopt new science and technology, others might be more receptive to both. Beliefs, culture, and religion may all have an impact on how society applies science.</em><em> </em><em>In addition, ethnoscience investigates the ways in which science affects society. An educational strategy called ethnoscience links the actual knowledge of a society to scientific understanding . It is a new type of ethnography that allows cultural researchers to develop grassroots ideas based on ethno and folk without necessarily accepting western cultural theories that may be irrelevant.Ethnoscience is an interdisciplinary field of study that combines the principles of ethnography and science. This field aims to understand the relationship between culture and science. This article discusses the origins of ethnoscience, the scope of the field of ethnoscience studies, and the future of ethnoscience. Ethnoscience encompasses a variety of scientific disciplines, including anthropology, sociology, history, and philosophy of science. One of the main research areas in ethnoscience is the study of indigenous knowledge systems. Ethnoscience also studies the relationship between science and religion. Ethnoscience can help us understand how scientific knowledge is produced and used in different cultural contexts.</em></p>
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Hikmawati, Hikmawati, I. Wayan Suastra, and A. A. Istri Agung Rai Sudiatmika. "Assessment in Science Learning Based on Ethnoscience." Jurnal Penelitian Pendidikan IPA 7, no. 3 (July 13, 2021): 443–51. http://dx.doi.org/10.29303/jppipa.v7i3.736.
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This study aims to describe the assessment of ethnoscience-based science learning. The research data were collected through field observations and literature review. The research data were analysed descriptively. The results showed that: 1) there are five learning dimensions associated with ethnoscience-based assessment in science learning; 2) there are six dimensions of science related to ethnoscience-based assessment in science learning; 3) the type of assessment in ethnoscience-based science learning, divided based on the types of tests and non-tests; 4) construction of ethnoscience-based learning outcomes tests can be made from understanding to higher order thinking (HOT); 5) The ethnoscience-based essay test includes story questions about Sasak Sade Village, Bau Nyale Tradition, Sesek Weaving, Gendang Beleq, and Poteng Reket
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Widarti, Hayuni Retno, Antuni Wiyarsi, Sri Yamtinah, Ari Syahidul Siddiq, Meyga Evi Ferama Sari, Putri Nanda Fauziah, and Deni Ainur Rokhim. "Analysis of content development in chemical materials related to ethnoscience: a review." Journal of Education and Learning (EduLearn) 19, no. 1 (February 2, 2025): 422–30. http://dx.doi.org/10.11591/edulearn.v19i1.21210.
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One way to preserve culture in education is through ethnoscience-based learning, especially in chemical materials linked to various fields of science in life, including social and cultural. Ethnoscience is a process of reconstructing indigenous science knowledge with scientific science. This research aims to explore trends in ethnoscience-based chemistry learning in Indonesia and analyze the contents, focusing on topics, learning approaches and models, tools, and variables influenced. The research data collection method adopted the preferred items for systematic review and meta-analysis (PRISMA) design and obtained from 30 selected articles indicated from 2019-2024 published in journals indexed by Scopus and SINTA. Analysis results show that the process of making batik is one of the ethnoscience topics that are widely used in chemistry learning. Ethnoscience learning can also be done by combining local wisdom (culture), traditional foods, and natural phenomena of the environment. Ethnoscience learning can be integrated into various learning models, such as contextual teaching and learning (CTL), problem-based, and project-based learning (PjBL). Learning tools often used in ethnoscience-based chemistry learning are modules, evaluation instruments, and worksheets. Ethnoscience is interesting to learn because it positively affects critical thinking and creativity, cultural and conservation character, and scientific literacy.
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Elvianasti, Mega, Novia Heza Lestari, Meitiyani Meitiyani, and Maesaroh Maesaroh. "Ethnoscience Integrated Flipbook Learning Media on Living Things Classification Materials." Journal of Innovation in Educational and Cultural Research 4, no. 4 (October 1, 2023): 562–72. http://dx.doi.org/10.46843/jiecr.v4i3.575.
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Many researchers have developed learning media. However, learning media with ethnoscience content in Betawi is still little developed. This study aims to develop learning media flipbooks with ethnoscience content on the classification of living things. The research method used was the ADDIE development method. The results showed that the feasibility test on media development was declared very valid by media and material experts with a percentage of 91.30%. While the feasibility test conducted by respondents was declared very valid as well, with a percentage of 87.63%, In accordance with the eligibility criteria table, it can be concluded that the ethnoscience-integrated flipbook learning media is declared very feasible to use in learning the Classification of Living Things material. The implication of this research is that the ethnoscience-charged media developed can be used in biology learning. In addition, the ethnoscience-integrated flipbook media can introduce Betawi local wisdom to students. However, ethnoscience-integrated flipbook learning media have not been tested for effectiveness. Research is needed to test the effectiveness of ethnoscience-integrated flipbook learning media.
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Musdalifah, Hainun, Suyatmo, Sudrajat, Tomi Apra Santosa, and Nenni Triana Sinaga. "Does Ethnoscience Based STEM Improve Student Critical Thinking Skills Ability in Chemistry Learning? Meta-analysis." Jurnal Penelitian Pendidikan IPA 9, no. 11 (November 25, 2023): 1085–93. http://dx.doi.org/10.29303/jppipa.v9i11.6015.
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The purpose of this study is to synthesize the effect of Ethnoscience-based STEM model size on students' critical thinking skills in chemistry learning. This type of research is a meta-analysis study. The research sample came from an analysis of 15 national and international journals that met the inclusion criteria. Data sources are accessed through Google Scholar, Wiley, ProQuest, ScienceDirect and Taylor of Francis. The data search keyword is the STEM model; Ethnoscience; The influence of ethnoscience-based STEM; and Students' critical thinking skills. Data analysis calculates the value of summary effect size or mean effect size with JASP. The results showed a positive influence of ethnoscience-based STEM models on students' critical thinking skills (Z = 8.685; p < 0.001). This finding explains that ethnoscience-based STEM models have a significant impact on students' critical thinking skills in chemistry learning with high categories (rE = 0.853). The ethnoscience-based STEM model provides solutions for teachers to encourage students' critical thinking skills in chemistry learning at school.
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Khery, Yusran, Muhammad Sarjan, Baiq Asma Nufida, and Ismail Efendi. "Etnosains Tumbuhan Nyamplung (Chalophyllum inophillum L.) dalam Tradisi Masyarakat Sasak." Biocaster : Jurnal Kajian Biologi 2, no. 4 (October 16, 2022): 176–88. http://dx.doi.org/10.36312/bjkb.v2i4.120.
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Nyamplung tree (Chalophyllum inophillum L.) in the tradition of Sasak people known as raq amterial for making Dile Jojor and medicines. Behind the traditions, learning about Nyamplung ethnosciece can provide more meaningful science learning experience. Through literature study, this article describes ethnoscience of Nyamplung and aspects of science related to it. Nyamplung was potential row materials for renewable fuels, medicines and cosmetics, pest and pollution control, and ecosystem conservation. Learning about the proper use of Nyamplung may cause good impact either to leraning quality, community welfare, and environmental conservation.
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Kasi, Yohanes Freadyanus, Achmad Samsudin, Ari Widodo, and Riandi Riandi. "A Thematic Review on Exploring Ethnoscience in Science Education: A Case in Indonesia." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 6, no. 2 (December 30, 2021): 229–41. http://dx.doi.org/10.24042/tadris.v6i2.9509.
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This study aims to review the ethnoscience studies in science education in Indonesia thematically. From 2010 to 2020, the databases contained 71 relevant articles of ethnoscience studies. These studies belonged to the content analysis theme parameters of method/design, sample, data collection, data analysis, topic, result, recommendation, and location. The results indicated that most of the ethnoscience studies explored the effect of integrating ethnoscience with the lessons to investigate students’ achievement and attitudes towards science. Correspondingly, the investigated studies mostly used Research and Development (R D) and experimental research design. The preferred data collecting techniques were tests (multiple-choice/description), questionnaires, and observation. Moreover, seventh and eighth graders of junior high school commonly employed the argumentation activities in physics, chemistry, biology, and basic concept of science topics. This study suggests the teachers employ different methods (e.g., ethnoscience) to improve concept understanding, problem-solving skills, critical thinking skills, and motivation in learning science from the primary school level. Furthermore, resources from cultural activities in Indonesia are beneficial for integrating ethnoscience in learning.
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Budiarti, Rosmeita Ayu, Sri Wardani, Arif Widiyatmoko, Putut Marwoto, and Woro Sumarni. "Analysis Teacher Understanding on Based Ethnoscience Basic Learning." Ta'dib 25, no. 2 (December 31, 2022): 273. http://dx.doi.org/10.31958/jt.v25i2.5934.
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Development of the globalized world of the 21st century brings many changes, especially advances in the world of education. Ethnoscience-based learning is an innovation that integrates local wisdom as a learning resource to achieve learning objectives. Teachers can connect local wisdom possessed by students and then link it to science learning materials so that learning will be more meaningful and fun. The purpose of this study was to determine the extent of teachers' understanding of ethnoscience-based learning and its application as a learning resource in learning in elementary schools. The sampling technique was purposive sampling from 8 elementary schools, Kaliwungu Kendal. Data were collected by interview, observation and documentation and analyzed by qualitative descriptive method. results of data analysis from 8 resource persons, it shows five from eight teachers have not understood specifically about ethnoscience-based learning, and all teachers have used internal ethnoscience as a learning resource. However, of the 8 teachers, only 3 teachers wrote ethnoscience-based learning designs in the lesson plan. This study aims to determine the skills of teachers in ethnoscience-based learning management.
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Sijabat, Apriani, F. Festiyed, A. Asrizal, Abdul Razak, and Palma Juanta. "Developing textbook of basic science concepts based on ethnoscience Dalihan Natolu." Research and Development in Education (RaDEn) 4, no. 1 (May 11, 2024): 350–60. http://dx.doi.org/10.22219/raden.v4i1.32201.
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This research aimed to develop a textbook on basic science concepts based on ethnoscience that is valid, practical, and effective. The research method was R&D and implemented five stages of the ADDIE model. The instrument used in this research is a local wisdom-based textbook validation sheet consisting of a material media, and language validation sheet. There are three experts as a validators according to their field of science, an ethnoscience-based textbook practicality sheet. This sheet serves to determine the practicality of valid textbook design and the effectiveness sheet for ethnoscience-based textbooks based on Natolu ethnoscience. The research results show that the average value of the validity test results for textbooks on basic science concept based on ethnoscience is 81.26% (valid). The effectiveness results show a score of 3.5, which means the textbook developed is included are effective. Based on those results, it can be conclude that the ethnoscience-based basic concept of science textbook is valid, effective, and practical so it is suitable for use in the learning process in the Basic Science course.
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Nisa', Khoirun, Nadi Suprapto, Noly Shofiyah, and Tsung-Hui Cheng. "How does ethnoscience-students’ worksheet (ESW) influence in science learning?" Journal of Education and Learning (EduLearn) 18, no. 2 (May 1, 2024): 403–12. http://dx.doi.org/10.11591/edulearn.v18i2.21178.
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Incorporating ethnoscience into lessons through the ethnoscience-students’ worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students’ worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students’ responses are more influenced by science learning. In addition, the ethnoscience-integrated students’ worksheets (SW) variable indirectly affects students’ responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students’ problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).
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Oktaviani, Eva, and Imawan Eko Setiyono. "Pengembangan Ethnoscience Puzzle Guna Mendorong Kemampuan Kognitif Anak Berkebutuhan Khusus." Journal of Telenursing (JOTING) 5, no. 2 (November 19, 2023): 3060–68. http://dx.doi.org/10.31539/joting.v5i2.7690.
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This research aims to develop an ethnoscience puzzle educational game tool to encourage the cognitive abilities of Children with Special Needs (ABK) in special schools. The method used in this research uses Research and Development (R&D) with a 4D approach, namely defining, designing, developing, and disseminating. The results of the expert validation test show that the ethnoscience puzzle is excellent and suitable for use as an educational game tool to improve the cognitive abilities of ABK. A limited trial was carried out on 20 crew members at the elementary school level, and the results showed that most crew members' cognitive assessments did not understand (TMS). Still, they understood (M) after playing using the ethnoscience puzzle. Conclusion: The ethnoscience puzzle game positively influences the cognitive development of ABK.
Keywords: Children with Special Needs, Ethnoscience Puzzle, Special Schools
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Christiana, Leny, and Eli Rohaeti. "Does Ethnoscience Based Problem Based Learning Model Improve Student’s Creative Thinking Skill in Chemistry Learning? Meta-analysis." Jurnal Penelitian Pendidikan IPA 10, no. 3 (March 25, 2024): 96–104. http://dx.doi.org/10.29303/jppipa.v10i3.6915.
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Many studies on ethnoscience-based problem-based learning models have an impact on students' thinking skills. The purpose of this study is to determine the effectiveness of ethnoscience-based problem-based learning to improve students' creative thinking skills in chemistry learning. This study used a meta-analysis method. Data in the study was obtained through the databases ERIC, Researchgate, ScienceDirect and google scholar. The criteria for data eligibility are 1) publications must be indexed by SINTA, Scopus and Google Scholar, 2) research related to ethnoscience-based problem-based learning models, 3) research published in 2018-2023, and 4) research must have complete data to calculate the value of effect size. Statistical analysis with the help of JASP application version 0.8.5. The results of the effect size analysis of the study with the random effect model showed a significant influence of ethnoscience-based problem-based learning models to improve students' creative thinking skills (z = 7,189; p < 0.001; 95% CI [0.816; 1.345]). Furthermore, the influence of ethnoscience-based problem-based learning models on creative thinking skills in strong criteria (rRE = 0.944). This research provides important information for applying ethnoscience-based problem-based learning models in schools
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Novarlia, Irena. "Implementasi Etnosains sebagai Sumber Belajar Antropologi Budaya di Prodi Industri Pariwisata." Journal on Education 5, no. 3 (February 6, 2023): 7357–62. http://dx.doi.org/10.31004/joe.v5i3.1525.
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Along with the arrival of globalization, local cultural wisdom has shifted and is often neglected. Therefore, ethnoscience is a learning resource that can be used. The aim of the research is to find out whether the Tourism Industry Study Program has implemented and described ethnoscience in learning cultural anthropology courses using qualitative research methods. The results of the research prove that the implementation of ethnoscience as a source of learning has not been properly planned but has implicitly used an ethnoscience approach through integration between the socio-cultural environment of the community and the material. Evaluation is carried out using authentic assessment. It is hoped that through the implementation of ethnoscience as a source of learning cultural anthropology it can become a bastion of cultural values and local wisdom so that they are not displaced by foreign cultures and remain sustainable amidst the currents of globalization.
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Zelviana, Eva, Sunyono, and Dewi Lengkana. "Science Teachers' Perception Toward e-LKPD Discovery Learning Based on Ethnoscience Lampung Traditional Food to Improve Students' Science Process Skills on Digestive System Materials in Junior High School." Jurnal Penelitian Pendidikan IPA 9, no. 12 (December 20, 2023): 10800–10807. http://dx.doi.org/10.29303/jppipa.v9i12.4739.
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This study aims to determine the perception of science teachers towards e-LKPD discovery learning based on ethnoscience Lampung Traditional Food to improve students' science process skills on the Digestive System material in junior high school. The study was conducted in Tanggamus district, involving ten respondents of science teachers and 50 students. The method study is a mixed method with Sequential Explanatory Design which combines data collection and data analysis qualitatively and quantitatively. Data was taken using questionnaires. The survey results that 0% of science teachers did not know ethnoscience-based e-LKPD, 80% of science teachers stated that the LKPD that had been used had not trained students' science process skills, and 100% of science teachers stated that it was necessary to develop ethnoscience-based e-LKPD teaching materials. Based on student response questionnaires, 0% stated the LKPD used had not grown science process skills, and 100% of students needed other learning resources, namely ethnoscience-based e-LKPD. Teachers and students in Tanggamus Regency have never used ethnoscience-based e-LKPD, especially regarding the traditions of the Lampung people. Based on these results, concluded that e-LKPD discovery learning based on ethnoscience Lampung Traditional Food is needed to improve the science process skills of students in junior high school.
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Rikizaputra, Rikizaputra, Festiyed Festiyed, Skunda Diliarosta, and Arlian Firda. "Pengetahuan Etnosains Guru Biologi di SMA Negeri Kota Pekanbaru." Journal of Natural Science and Integration 4, no. 2 (October 31, 2021): 186. http://dx.doi.org/10.24014/jnsi.v4i2.14257.
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ABSTRACTThis research aims to find out the ethnoscience knowledge profile of biology teachers at Pekanbaru City State High School and the obstacles faced by biology teachers in implementing ethnoscience in learning. This study is a survey study at Pekanbaru City State High School using google form-based questionnaires and online interviews. The research population is a biology teacher who teaches at Pekanbaru City State High School with a sample of 40% of biology teachers taken randomly simply. The data is analyzed with descriptive percentage techniques. The results showed that 27.30% of teachers knew ethnoscience concepts, 63.60% were unaware and 9.10% did not know. Ethnoscience implementation in learning is carried out by 22.70% in a planned manner, 36.40 unplanned and 40.90% never implies ethnoscience. 27.70% felt the lack of application of curriculum demands became an obstacle in ethnoscience implentation, 63.60% of teachers lacked understanding in integrating, 13.60% felt due to environmental constraints. 60% of teachers say important ethnoscience is implemented in learning, 30% is less important and 10% of teachers feel unimportant. Thus it can be concluded that in general teachers are less aware of ethnoscience concepts and never apply because they lack understanding of integrating, whereas important ethnoscience is implemented.Keywords: ethnoscience, teacher, biologyABSTRAK Penelitian ini bertujuan untuk mengetahui profil pengetahuan etnosains guru biologi di SMA Negeri se Kota Pekanbaru dan kendala yang dihadapi guru biologi dalam mengimplementasikan etnosains dalam pembelajaran. Penelitian ini merupakan penelitian survei di SMA Negeri Se Kota Pekanbaru menggunakan angket berbasis google form dan wawancara online. Populasi penelitian merupakan guru biologi yang mengajar di SMA Negeri se Kota Pekanbaru dengan sampel 40 % guru biologi yang diambil secara acakmsederhana. Data dianalisis dengan teknik deskriptif persentase. Hasil penelitian menunjukkan bahwa 27,30% guru mengetahui konsep etnosains, 63,60% kurang mengetahui dan 9,10% tidak mengetahui. Implementasi etnosains dalam pemeblajaran dilakukan oleh 22,70% secara terencana, 36,40& tidak terencana dan 40,90% tidak pernah mengimplentasikan etnosains. 27,70% merasa kurang ekplisitnya tuntutan kurikulum menjadi kendala dalam implentasi etnosains, 63,60% guru kurang paham dalam mengintegrasikan, 13,60% merasa karena kendala lingkungan. 60% guru menyatakan etnosains penting diimplementasikan dalam pembelajaran, 30% kurang penting dan 10% guru measa tidak penting. Dengan demikian dapat disimpulkan bahwa secara umum guru kurang mengetahui konsep etnosains dan tidak pernah penerapkan karena kurang paham mengintegrasikan, padahal etnosains penting diimplementasikan.Kata kunci: etnosains, guru, biologi
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Aisyah, Nur, and Husnul Khotimah. "Implementation of ethnosains in science learning in madrasah ibtidaiyah." JURNAL PENDIDIKAN DASAR NUSANTARA 8, no. 2 (January 31, 2023): 321–34. http://dx.doi.org/10.29407/jpdn.v8i2.19135.
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The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.
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Yasir, Mochammad, and Ana Yuniasti Retno Wulandari. "TEACHING MADURA LOCAL CONTENT LITERACY ON PRESERVICE SCIENCE TEACHER USING LWIS MODEL." Jurnal Pena Sains 7, no. 2 (October 31, 2020): 103–12. http://dx.doi.org/10.21107/jps.v7i2.8445.
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Several previous studies have shown that students have difficulty integrating ethnoscience into science learning. Students are more likely to be introduced to the basic concepts of ethnoscience without involving how to integrate ethnoscience into science learning. The impact is that students’ scientific literacy is low. This is what underlies researchers to apply the Local Wisdom Integrated Science (LWIS) learning model by using local Madurese content to train students’ scientific literacy. The aim of this study was to evaluate differences in student scientific literacy after implementing the LWIS learning model in ethnoscience learning with local Madurese content. The method used was pre-experimental study with one group pretest-posttest design. When the study was carried out in the even semester of the 2019/2020 academic year by taking 22 students via purposive sampling technique as a sample of all students in class 6A of science education, Trunojoyo University, Madura. Analysis of data using descriptive statistics and paired sample t test. The results showed that there were different in the scientific literacy of the students using the LWIS learning model before and after studying ethnoscience with local Madurese material. The entire LWIS syntax helps train students' scientific literacy by including self-awareness of the importance of local Madurese content as a learning context. Ethnoscience can be integrated into science learning through the STEAM approach. The contribution of STEAM to the LWIS learning model and self-awareness is very significant in developing ethnoscience learning for local Madurese content from elementary, middle, and tertiary level.
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Akmal, Atika Ulya. "Analisis Etnosains Dalam Pembelajaran IPA di SekolahDasar (SD) Kota Padang Dan Bukittinggi." Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar 4, no. 2 (June 21, 2021): 68. http://dx.doi.org/10.24036/jippsd.v4i2.111385.
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This article seeks to address ethno science employed in the teaching of elementary school. Ethno science is a strategy which creates learning environment and designs learning experience by integrating culture into the learning process at elementary school. Ethnoscience shows authentic instructional materials, classrooms, learning environment, learning method as well as culture-based approach. Learning process would be effective when ethnoscience is integrated in learning topics. Those are, for instance, concerned with rituals, traditional house, traditional medicines and other cultural knowledge relevant to ethnoscience learning. It can be applied through student-centered learning model by such methods as problem based learning, project based learning, discovery, inquiry and process skill. Ethnoscience learning can explore the students’ declarative and constructivist- procedural based knowledge.
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Solheri, S., Minda Azhar, and Y. Yohandri. "Analysis of ethnoscience integrated environmental literacy for junior high school." JPBI (Jurnal Pendidikan Biologi Indonesia) 8, no. 2 (July 31, 2022): 178–88. http://dx.doi.org/10.22219/jpbi.v8i2.17657.
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An analysis of environmental literacy that integrates ethnoscience in sustainable science learning between scientific knowledge and problems in life, as well as the value of local wisdom. This study was aimed to determine the profile of ethnoscience integrated environmental literacy. This research uses a survey method with a sampling technique of cluster random sampling and conducting a Question Test and a Middle School Environmental Literacy Survey (MSELS) to students. The parameters of this study consist of knowledge of ecology, cognitive skills, attitudes and behavior. Descriptive data analysis used average score. Research findings indicate that the ethnoscience integrated environmental literacy of junior high school students obtained an average score of 61 (with a range of 100). The achievement of environmental literacy parameters for ecological knowledge, cognitive skills, attitudes and behavior are 48, 29, 73 and 71, respectively, while the results of the ethnoscience integrated environmental literacy analysis illustrate that the average Junior High School has implemented ethnoscience integration in environmental literacy well. So empowering knowledge and attitudes contribute to environmental literacy students.
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Muliani, Muliani, Nanda Novita, Mellyzar Mellyzar, Ali Imron Pasaribu, and Mhd Ridwan Fadli. "Analysis of the Characteristics of the Ethnoscience-Based Numeracy Test Instrument Using the Rasch Model." Jurnal Penelitian Pendidikan IPA 8, no. 5 (November 30, 2022): 2176–83. http://dx.doi.org/10.29303/jppipa.v8i5.2285.
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The numeracy ability of students in Indonesia is in a low category based on PISA results from 2000 to 2018. So, efforts are needed to strengthen numeracy skills through the development of ethnoscience-based numeracy test instruments. The purpose of this study was to analyze the characteristics of the ethnoscience-based numeracy test instrument using the Rasch model. The subjects of this study were students of SMPN Arun and SMPS Sukma Bangsa, Lhokseumawe City, totaling 123 students. The number of questions to be analyzed in the test is 68 items. Analysis using Winsteps software. The results of the analysis showed that the ethnoscience-based numeration instrument in this study was declared reliable. 59 of the 68 items were said to be valid, with details of 32 valid items eligible to be used and 27 valid items needing to be revised for improvement before being used. This instrument can be used to measure subjects who have ethnoscience-based numeracy skills in the low, medium, and high categories, so to examine ethnoscience-based numeracy skills students can use this instrument.
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Friedberg, Claudine. "Ethnoscience et sciences cognitives." Journal des anthropologues 70, no. 1 (1997): 41–49. http://dx.doi.org/10.3406/jda.1997.2045.
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Fahrudin, Dimas, Sulistyo Saputro, and Sarwanto. "Ethnoscience In Science Learning Research Trend: A Systematic Literature Review From 2013-2022." Jurnal Penelitian Pendidikan IPA 9, no. 8 (August 25, 2023): 458–67. http://dx.doi.org/10.29303/jppipa.v9i8.3813.
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This study aims to explore the development of ethnoscience research in science learning in the period of 2013-2022. The findings obtained are expected to become one of the reference maps for future ethnoscience research in science education. This research employed a systematic review. 151 documents were obtained in their correlation with ethnoscience in science education. The articles from Google Scholar and Scopus databases were collected using Publish or Perish (PoP) software and visualized with the support of the Vosviewer software application. The findings show that in science learning Ethnoscience Research in Science Education was widely published in the journal Physics Conferences, the learning model was dominated by the inquiry model, the research products were related to books, e-books and videos, learning materials were dominated by chemistry subject, while the research subjects were dominated by students at the elementary school and secondary school levels. The implementation of ethnoscience learning in science learning impacts the students’ critical and analytical thinking skills, science process skills, scientific literacy, conservation and environmental care attitudes, and good attitudes. Local wisdom implemented in science learning comes from a local culture interpreted ethically.
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Haryanto, Toni, and Indah Kencanawati. "Improving Critical Thinking Skills of Prospective Biology Teacher Students through Ethnoscience-Based Biology Learning." Tarbawi : Jurnal Ilmu Pendidikan 19, no. 1 (June 26, 2023): 13–24. http://dx.doi.org/10.32939/tarbawi.v19i1.2601.
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Ethnoscience is one of the activities in transforming indigenous science into scientific science that can be implemented in the biology learning process. The implementation of the ethnoscience stage in biology learning perhaps can improve students' critical thinking skills, which is the aim of this research. This research is experimental research using a pretest-posttest control group design. The research population consisted of 36 students. The sample selection used a random sampling technique consisting of 2 classes (experimental and control), each class consisting of 18 students. Research data was obtained through pretest and posttest. There are 10 questions with 5 indicators of critical thinking skills through a minimal structure essay test. The results of the research show that there is an increase in students' critical thinking skills in understanding concepts that integrate native community knowledge into scientific knowledge through the ethnoscience stage compared to critical thinking skills that do not go through ethnoscience-based learning in biology learning. Therefore, ethnoscience-based learning is recommended to be applied in the learning process in other subjects such as biotechnology and bioappliance to help improve critical thinking skills and other skills in simplifying content-rich biological material.
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Ningrat, Hadi Kusuma, Desi Ratnasari, and Agus Muliadi. "Ethnoscience Knowledge of Science Teacher Candidates at UIN Mataram." Jurnal Penelitian Pendidikan IPA 10, no. 2 (February 28, 2024): 870–78. http://dx.doi.org/10.29303/jppipa.v10i2.7128.
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This study aims to explore the knowledge of prospective science teacher students about ethnoscience. This study is an exploratory research conducted by the Mataram State Islamic University with 17 biology education students as respondents obtained using a convenience sampling technique. The research instrument used is a closed questionnaire with answers using a Likert scale and has been validated by experts. This research data was analyzed using qualitative and quantitative descriptive statistics. The results of this research are (1) 82.35% of prospective science teacher students stated that they did not know enough about indigenous science, 70.59% stated that they did not know about ethnoscience, 70.59% stated that they did not know about the content of indigenous science in local traditions and culture, 58.82% said they didn't know enough about the relationship between indigenous science and scientific knowledge, 70.59% said they didn't know enough about the integration of indigenous science in science learning, 52.94% said they didn't know enough about ethnoscience-based learning; (2) 88.23% of prospective science teacher students showed ethnoscience knowledge in the Low category and another 11.17% showed ethnoscience knowledge in the Tall category
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Nur DS, Yulistina, Achmad Hufad, Suroso Mukti Leksono, Sinta Maria Dewi, and Tia Latifatusadiah. "Needs Analysis of Ethnoscience-Based Digital Teaching Materials for Grade IV Elementary School Students." Journal of Educational Analytics 3, no. 1 (March 2, 2024): 123–30. http://dx.doi.org/10.55927/jeda.v3i1.8302.
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Learning that raises local culture to be a subject of science learning can improve students' mastery of science literacy, character, motivation and interest. This study aims to analyze the needs of ethnoscience-based digital teaching materials in elementary schools. This type of research is descriptive qualitative, namely by analyzing needs. This research was conducted in class IV of SDN located in East Karawang District, Karawang Regency. The data collection techniques used were interviews and observations. The results of this study indicate that: 1) Ethnoscience-based digital teaching materials at the school have never been developed; 2) There is a great need for ethnoscience-based digital teaching materials on plant material sources of life on earth; 3) Ethnoscience-based digital teaching materials really need to be developed in learning grade IV science on plant material sources of life on earth.
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Puspasari, Afrin, Indah Susilowati, Lilis Kurniawati, Resiana Ridha Utami, Indra Gunawan, and Ika Candra Sayekti. "Implementasi Etnosains dalam Pembelajaran IPA di SD Muhammadiyah Alam Surya Mentari Surakarta (Implementation of Ethnoscience in Science Learning at Elementary School of Muhammadiyah Alam Surya Mentari Surakarta)." SEJ (Science Education Journal) 3, no. 1 (February 17, 2020): 25. http://dx.doi.org/10.21070/sej.v3i1.2426.
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The swift flow of globalization has led to increasingly eroded Indonesian local culturalvalues. This has caused a shift in neglected cultural values and local wisdom. Therefore,an approach is needed, namely ethnoscience in the learning process. This studypurposed to determine whether The Elementary School of Muhammadiyah Alam SuryaMentari has applied ethnoscience in science learning and describe the implementationof ethnoscience based on science learning in The Elementary School of MuhammadiyahAlam Surya Mentari.The method used was descriptive qualitative research design. Theresults of the study showed that the planning of science learning based on ethnoscienceapproach in This School was still unplanned, but the school had unconsciously implementedethnoscience approach. The implementation of science based on ethnosciencelearning was by integrating between the material with the environment, culture, and socialin the environment. Evaluation of the implementation of ethnoscience based on sciencelearning included cognitive, affective, and psychomotor evaluation in accordance withevaluation standards in the 2013 curriculum.
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Lestari, Indah Beti, Sudarmin Sudarmin, and Ellianawati Ellianawati. "Analysis of Students' Needs and Responses on The Development of Ethnoscience Integrated Vlog." Unnes Science Education Journal 10, no. 2 (July 28, 2021): 110–14. http://dx.doi.org/10.15294/usej.v10i2.43727.
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This research is the first stage to design, develop, implement and evaluate ethnoscience integrated Vlog learning media with the ADDIE model, namely the analysis stage. This research aims to analyze students' needs and responses if an ethnoscience integrated Vlog learning media is developed. The method used in this analytical research is a survey method using questionnaires and interviews. From the results of distributing questionnaires and also interviews, it is known that respondents were 215 students at MTs Al Uswah Bergas and a science teacher with a graduate educational background of S1-Science Education. From the data analysis results, it was found that students need media that can visualize material that is difficult to imagine by students and is contextual. Students are more enthusiastic, enthusiastic, and understand the material when using media such as video shows to clear the steps. The development of ethnoscience integrated Vlog learning media was welcomed by students with 58.6% of students needing ethnoscience integrated Vlog media, 24.7% very much need and 14% less need. Based on this data analysis, it can be concluded that this analytical research needs to be continued to the design, development, implementation and evaluation stages following the ADDIE model research and development procedure to develop ethnoscience integrated Vlog media in the context of science learning.
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Laksono, Pandu Jati, Evelina A. Patriot, Ari S. Shiddiq, and Resti Tri Astuti. "Etnosains: Persepsi Calon Guru Kimia terhadap Pembelajaran Kontekstual Berbasis Budaya." Orbital: Jurnal Pendidikan Kimia 7, no. 1 (June 28, 2023): 66–80. http://dx.doi.org/10.19109/ojpk.v7i1.17114.
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Ethno and science provide a dimension of togetherness in the development of society's culture and science. The aim of the study was to determine the perceptions of prospective chemistry teachers towards ethnoscience in contextual-based learning. The method used in this research is qualitative. Sources of data were taken from 39 first and second level chemistry teacher candidates and then specified into seven tribes in seven districts/cities in South Sumatra. The research instruments are surveys, interviews, and observations. Data were analyzed based on an interactive analysis model. The data analysis technique is to reduce the data and then draw conclusions. This study shows a positive perception of prospective chemistry teachers towards ethnoscience, that is, they are able to understand and elaborate on the ethnoscience approach in basic science lectures. The main problem faced by prospective chemistry teachers in the ethnoscience approach is that they are not used to connecting science content based on the chemical context with local culture. Ethnoscience approach can be implemented with Contextual Learning. This learning provides an opportunity for prospective chemistry teachers to further explore the culture of the surrounding community in a more real way. Contextual Learning helps and bridges the process of discovering concepts and contexts that exist in learning.
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Fauzana Nelmi and Risda Amini. "Bahan Ajar Berbasis Etnosains Pada Pembelajaran Tematik Terpadu di Kelas V Sekolah." Jurnal Elementaria Edukasia 6, no. 3 (September 30, 2023): 1140–253. http://dx.doi.org/10.31949/jee.v6i3.6151.
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Students have difficulty in understanding learning materials at school because of the unavailability of teaching materials that can help students to link learning materials with the surrounding environment and teachers have not utilized ethnoscience in learning. This causes the learning objectives not to be achieved optimally. Ethnoscience-based teaching materials are one of the teaching materials that can help students to easily understand learning materials because they present learning that is closer to the culture and environment of students. Therefore, this study raised the title of the development of ethnoscience-based teaching materials on integrated thematic learning in grade V elementary school. This research uses the R&D (Reaserch and Development) approach with the 4-D model to develop ethnoscience-based teaching materials on integrated thematic learning in grade V SD that are valid and practical. The results obtained from this study were 94% with a very valid category from 3 aspects, namely, material experts, presentation experts and linguists. The results of the practicality test in the research school were 92.8% for teacher responses and 92.8% for student responses. Thus, the use of ethnoscience-based teaching materials in integrated thematic learning in grade V SD is valid and practical for use in the learning process
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Aninten, Aninten. "Penerapan Lembar Kerja Siswa Berbasis Etnosains untuk Melatih Keterampilan Penyelesaian Masalah Siswa Kelas VII." Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan 3, no. 4 (October 30, 2023): 186–98. http://dx.doi.org/10.36312/panthera.v3i4.276.
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This research aims to determine students' problem solving skills after using Ethnoscience-based worksheets. This type of research is pre-experimental. The test subjects for this research were class VII students at MTS Nurul Islam Sekar Bela Mataram for the 2022/2023 academic year. The research design for this research was One Group Pretest Posttest Design. The instruments used in this research were problem solving skills tests, and ethnoscience-based LKS validation sheets. The validation sheet is used to validate the ethnoscience-based worksheet that has been prepared. The data analysis technique used in this research uses N-Gain score data analysis. The sampling technique is not chosen randomly (non-randam sampling). The research results show that problem solving skills in class VIIB show an N-Gain score of 0.14, which is in the low category. In class VIIE, the N-Gain score of 0.10 is in the low category. So the results of this research can be concluded that students' problem solving skills have increased even though they are in the low category. Students' problem solving skills applying the ethnoscience-based learning model can improve students' problem solving skills after using ethnoscience-based worksheets on environmental pollution material in classes VIIE and VIIB.
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Trianah, Yeni. "KEEFEKTIFAN PEMBELAJARAN KIMIA BERBASIS ETNOSAINS TERHADAP KETERAMPILAN PROSES SAINS SISWA SMK NEGERI TUGUMULYO." Jurnal Perspektif Pendidikan 14, no. 1 (June 27, 2020): 58–67. http://dx.doi.org/10.31540/jpp.v14i1.998.
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The research aims to determine (1) the effectiveness of the ethnoscience model and conventional model in terms of students' science process skills, (2) the differences in the use of ethnoscience models and conventional models in terms of increasing students' mastery of chemistry material, (3) more effective learning models among learning chemistry ethnoscience models and conventional models in terms of science process skills and increasing students' mastery of chemistry. The design of this research is Quasi Experiment. The subjects of this study were students of class X 1 and X 2 SMK Negeri Tugumulyo. The data obtained in this study were the students' science process skills based on the students' scientific process skills observation sheets and the students' mastery of the material based on the students' pre-test and post-test results. The learning instruments used are lesson plans, LKPD, and student practicum report sheets. The data analysis technique used to test the hypotheses in the study used the independent sample t-test. The results of this study are (1) there are differences in the achievement of science process skills of students who follow the ethnoscience model learning and the conventional model with a significance value of p(sig(2-tailed) is 0.035, (2) there are differences in the increase in mastery of the material of students who take part in the learning process. the ethnoscience model and the conventional model with a significance value of p(sig(2-tailed) is 0.0003, (3) the ethnoscience model of chemistry learning is more effective than the conventional model in terms of science process skills and increasing student material mastery.
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Putri, Dwi Anggraini Harita, Asrizal Asrizal, and Usmeldi Usmeldi. "PENGARUH INTEGRASI ETNOSAINS DALAM PEMBELAJARAN SAINS TERHADAP HASIL BELAJAR: META ANALISIS." ORBITA: Jurnal Kajian, Inovasi dan Aplikasi Pendidikan Fisika 8, no. 1 (May 13, 2022): 103. http://dx.doi.org/10.31764/orbita.v8i1.7600.
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ABSTRAKTujuan dari penelitian ini adalah untuk melihat dampak dari integrasi etnosains terhadap hasil belajar. Jenis penelitian yang digunakan merupakan meta-analisis yang menganalisis sebanyak 23 jurnal yang terdiri dari internasional dan nasional yang sudah ada sejak lima tahun terakhir. Teknik analisis data pada penelitian ini yaitu dengan mencari nilai effect size untuk setiap jurnal. Berdasarkan hasil penelitian yang didapatkan diketahui bahwa intergrasi etnosains dalam pembelajaran berpengaruh terhadap hasil belajar. Sehingga diketahui bahwa integrasi etnosains terhadap hasil belajar menghasilkan efektivitas yang lebih tinggi jika diterapkan pada jenjang pendidikan SD. Berdasarkan jenis mata pelajarannya, akan efektif jika integrasi etnosains diaplikasikan pada seluruh mata pelajaran terkait sains (IPA). Dampak yang diberikan oleh integrasi etnosains terhadap hasil belajar sangat signifikan terhadap seluruh aspek hasil belajar. Kata kunci: meta analisis; etnosains; hasil belajar. ABSTRACTThis study aims to determine the impact of ethnoscience integration on learning outcomes. The type of research used is a meta-analysis that analyzes 23 international and national journals that have existed since the last five years. The data analysis technique in this study is to find the effect size value for each journal. From the research results, it is known that the integration of ethnoscience in learning has an effect on learning outcomes. So it is known that the integration of ethnoscience on learning outcomes results in higher effectiveness if applied to the elementary education level. Based on the type of subject, it will be effective if the integration of ethnoscience is applied to all science-related subjects (IPA). The impact given by the integration of ethnoscience on learning outcomes is very significant for all aspects of learning outcomes. Keywords: meta analysis; ethnoscience; learning outcomes.
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Ardianti, S. D., S. Wanabuliandari, and A. B. Tanghal. "Implementation the Ethnoscience-Based Smart Module to Improve Students’ Patriotism." Jurnal Pendidikan IPA Indonesia 12, no. 2 (June 30, 2023): 293–300. http://dx.doi.org/10.15294/jpii.v12i2.43789.
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Patriotism begins to fade in the younger generation of Indonesians. The loss of patriotism will cause concern for the nation. Thus, there must be innovation in teaching to cultivate patriotism. The ethnoscience-based smart module helps students learn independently in a fun way and contributes to improving their patriotism. This study aims to analyze the improvement of students’ patriotism through implementing the ethnoscience-based smart module. This research used the research and development (R D) model by Borg and Gall. The research and development stages of ethnoscience-based smart modules included preliminary research, product development and validation, and product testing. The study was conducted in three primary schools in Kudus. The research design used in this study was a single-group pretest and posttest design. The data were analyzed using the N-gain test to determine the improvement of students’ patriotism. The results of the N-gain test show an increase in patriotism, with an average initial score of 50 increasing to an average final score of 80, and classically, the normalized gain value is 60% or 0.60, which means an increase in the medium category through the application of the ethnoscience-based smart module. Based on research results, it can be concluded that implementing an ethnoscience-based smart module can improve students’ patriotism in elementary schools.
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Jufrida, Jufrida, Wawan Kurniawan, and Fibrika Rahmat Basuki. "Ethnoscience learning: how do teacher implementing to increase scientific literacy in junior high school." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (June 1, 2024): 1719. http://dx.doi.org/10.11591/ijere.v13i3.26180.
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Ethnoscience learning is an activity that connects local wisdom or cultural with science concepts. A mixed method study with an embedded design was used to describe how do teachers apply ethnoscience learning to increase scientific literacy. A total of 90 students grade 8th in District Muaro Jambi were involved in this study consisted of three classes. In-depth interviews and observations were conducted to collect qualitative data. The observation was used to determine the suitability of learning with the lesson plan. Deep interviews were used to explore teacher and student experiences in implementing ethnoscience learning. A teacher and three students were randomly selected as key informants. The quantitative data were collected by scientific literacy test that consisted of ten multiple choices. It has been tested for validity and reliability. The result of the reliability test is 0.85 with a very high category. Increase in scientific literacy is measured by normalized gain (N-gain). The analysis of variance (ANOVA) test was applied to determine scientific literacy differences between groups. Ethnoscience learning had been implemented by teacher in three different class on topic simple machines. It was designed by integrating local wisdom as a context for finding scientific concepts. The learning was designed by following a discovery model. The implementation of ethnoscience learning can increase scientific literacy with medium category. There was no significant difference between three classes.
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Sholahuddin, Arif, Muhammad Fuad Sya’ban, Rezky Fitriana, Amiratush Shalihah, and Misbah Misbah. "Wetland Ethnoscience Learning Resources: An Overview of Physical Science Concepts." Berkala Ilmiah Pendidikan Fisika 10, no. 2 (September 30, 2022): 153. http://dx.doi.org/10.20527/bipf.v10i2.12698.
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The potential of wetland ethnoscience in the South Kalimantan region needs to be explored more deeply so that it can be used as a learning resource that produces meaningful learning. This qualitative research has applied the Spradley method to explore the facts and experiences of wetland-based indigenous science in Amuntai Hulu Sungai Utara Regency to transform it into ethnoscience which is used as a natural science learning resource, especially for the concept of physical science. Ethnoscience learning resources for the Mamar Alabio village community in raising Alabio ducks have original knowledge in the form of hatching techniques and indigenous knowledge of the Banyu Hirang village community in the use of sunlight to dry water hyacinth and purun plants, as well as the use of a raw material pounder which were very potential as science learning resources related to with physics concepts according to the junior high school curriculum 2013. These ethnoscience learning resources can be integrated into science learning designs to produce meaningful learning and train students' competencies.
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Tusa'diah, Halimah, Asrizal ,, and Festiyed ,. "META-ANALYSIS OF EFFECT SIZE: THE EFFECT OF USING ETHNOSCIENCE-BASED SCIENCE AND PHYSICS TEACHING MATERIALS ON STUDENTS' SCIENCE LITERACY." Journal of Learning and Technology in Physics 2, no. 2 (March 27, 2024): 36. http://dx.doi.org/10.24114/jltp.v2i2.56675.
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This study examines the effect of teaching materials in ethnoscience-based science and physics learning on students' scientific literacy, determined through Effect Size (ES). This study uses a descriptive meta-analysis study method. Research data were obtained from 20 journals on the effect of ethnoscience-based physics and science teaching materials on students' scientific literacy. The study is based on three categories, namely the level of education, types of teaching materials and scientific literacy skills. The results showed that; first, the effect of teaching materials in ethnoscience-based science and physics learning on scientific literacy based on education level has a positive effect on all levels of education starting from elementary, junior high, high school and college students. Second, based on the type of teaching materials used, namely modules, worksheets, videos, teaching materials, reading books and comics, they have a high effect. Third, based on the scientific literacy of students, it shows that the use of ethnoscience-based science and physics teaching materials is effective in increasing students' scientific literacy.Keywords: Meta Analysis, Teaching Materials, scientific literacy
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Rupilele, Edy, Ferymon Mahulette, and Pamella Mercy Papilaya. "INTEGRATION OF PROJECT BASED LEARNING ETHNOSAINS TENUN IKAT TO IMPROVE UNDERSTANDING OF SCIENCE CONCEPTS AND CREATIVE THINKING STUDENTS JUNIOR HIGH SCHOOL (SMP) TANIMBAR." RUMPHIUS Pattimura Biological Journal 3, no. 2 (September 25, 2021): 047–50. http://dx.doi.org/10.30598/rumphiusv3i2p047-050.
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This study aims to determine increased understanding of the concept of science through the integration of ethnoscience tenun ikat project based learning at SMP tanimbar, improving the ability to think creatively through the integration of the ethnoscience, differences in understanding the concept of science through the integration of project based learning ethnoscience, and differences in the ability to think creatively through the integration of ethnoscience. This research was conducted on April 26 – June 26 2021 located at SMPN 3 Wuarlabobar, SMPN 3 Waturu, SMP Christen Batuputih, SMPN 1 Atap Wermatang. The research design used a quasi-experimental design used two groups, namely the experimental group and the control group. The results of the study show that the integration of project based learning into the learning process can improve understanding of science concepts and ability to think creatively. The conclusion of this study is that there is a significant difference in the value of understanding science concepts and students' creative thinking ability between the sample groups of SMP Negeri 3 Wuarlabobar, SMP Negeri 3 Waturu, SMP Christen Batuputih and SMP 1 Atap Wertmatang.
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Virijai, Febrian, Winny Liliawati, Siti Sriyati, and Ridwan Ridwan. "Ethnoscience Study of Tabuik Pariaman, West Sumatra in Physics Learning." U-Teach: Journal Education of Young Physics Teacher 5, no. 1 (May 31, 2024): 53–58. http://dx.doi.org/10.30599/uteach.v5i1.845.
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Tabuik is an annual event in Pariaman City, West Sumatra which has become a tourist attraction and icon of Pariaman City. The Tabuik event has many rituals in its implementation, starting from the manufacturing process to the ceremonial procession. This Tabuik event can be studied and found in ethnoscience to be integrated and implemented in Physics and Science learning at school. The research method used is qualitative research based on case studies. Data collection techniques include video observations of the process of making and ceremonial Tabuik Pariaman, and interviews. The results obtained from this research are that the Tabuik Pariaman ceremony process has the value of reconstructing knowledge through ethnoscience which can explain the local wisdom of the community. Tabuik ethnoscience can be implemented in Physics learning in the material of Force, Mechanical and Kinetic Energy, Moment of Inertia, Equilibrium of Rigid Bodies, and Elasticity. Implementation of Tabuik ethnoscience in science learning, namely in Biology learning about the classification of living things. Suggestions for further research include the implementation of Physics and Science learning from the culture and local wisdom of other regions
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., Samsiah, Sudarmin ., and Nuni Widiarti. "Development of Teaching Modules Containing Ethnoscience Material on Forms of Substances and Their Changes to Improve the Scientific Literacy of Elementary School Students." International Journal of Research and Review 11, no. 1 (January 9, 2024): 99–107. http://dx.doi.org/10.52403/ijrr.20240111.
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This research was carried out based on the results of observations, teacher interviews in the process of teaching and learning activities, it was found that teachers had not used teaching modules containing ethnoscience, which had an impact on low scientific literacy and student learning outcomes. This research aimed to design a teaching module containing ethnoscience regarding the form of matter and its changes in class V of elementary school. The research method used is the research and Development (R&D) method with the 4D Development model (Define, Design, Develop and Disseminate). This research was carried out at the Jebus 15 State Elementary School with small-scale tests in class VI with a total of 17 students and large-scale tests in class V with a total of 30 students. In addition to Developing teaching modules containing ethnoscience on material on the form of substances and their changes, this research purpose also to analyze the increase in effectiveness of using teaching modules containing ethnoscience on material on the forms of substances and their changes in increasing the scientific literacy of students being Developed. Data and collection techniques in this research include questionnaires, tests and documentation. This research instrument was carried out by first analyzing the results of trials on a small-scale including validity, reliability, level of difficulty and differentiability of questions. The data analysis technique used a prerequisite test and then an N-Gain test is carried out to determine the increase in students' scientific literacy abilities. The results of research on large-scale tests can be concluded that there was a significant increase in scientific literacy abilities from the application of teaching modules containing ethnoscience regarding the forms of substances and their changes. The results of the pre-test classical completeness test data analysis gained a score of 10% after implementing the teaching module containing ethnoscience material on the form of substances and the change increased to 90% in the Post-test score. The results of the increased N-Gain test gained an average N-Gain value of 0.71 in the high category. Keywords: Teaching modules, Ethnoscience, Science Learning, Scientific literacy.
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Pratama, Danang Habib, and Jumadi Jumadi. "Analysis the Implementation of Ethnoscience Approach in Learning Science." Jurnal Penelitian Pendidikan IPA 9, no. 4 (April 30, 2023): 1615–20. http://dx.doi.org/10.29303/jppipa.v9i4.2721.
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Content analysis research aims to provide a literature review in the use of ethnoscince approaches in science learning. This analytical research uses a descriptive analysis method with a qualitative approach. Article documents were obtained through the Google Schoolar and Sinta pages using the keywords "ethnoscience approach in science learning" and "ethnoscience-based science learning" in the range of 2017 to 2023. After going through the selection stage of several journal articles, 20 articles were found to be analyzed. The results of the analysis show that the implementation of the ethnoscience approach in junior high school science learning is effective in improving various abilities and skills of students such as thinking abilities, problem solving abilities, process skills and scientific literacy.
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Hikmawati, Hikmawati, I. Wayan Suastra, and Ni Made Pujani. "Ethnoscience-Based Science Learning Model to Develop Critical Thinking Ability and Local Cultural Concern for Junior High School Students in Lombok." Jurnal Penelitian Pendidikan IPA 7, no. 1 (December 31, 2020): 60. http://dx.doi.org/10.29303/jppipa.v7i1.530.
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This study aims to analyze the needs of students in learning science in junior high schools which will be used as a basis in designing ethnoscience-based learning models for the development of critical thinking skills and concern for students' local culture. Teachers who were used as samples of this study were 30 junior high school science teachers in Lombok. Data were collected through field observations, literature review, questionnaires, and interviews. Data were analyzed descriptively. Based on the results of data analysis, it can be concluded that: 1) There are 5 basic competencies that can be developed in ethnoscience-based learning. 2) Methods suitable for ethnoscience-based learning are investigation / experimentation, field observation, and discussion. 3) Suitable learning resources to support science learning are the natural and socio-cultural environment, textbooks, audio visuals, and the internet. 4) The assessment system suitable for ethnoscience-based science learning to develop students' critical thinking skills and local cultural awareness is non-test assessment (performance, attitudes, portfolios, products) and assessment by tests. 5) Critical thinking skills that can be developed are: Providing simple explanations, building basic skills, concluding, making further explanations, strategies and tactics. 6) Local cultural concerns that can be developed are liking local culture, introducing local culture to others, preserving local culture. 7) Conceptual model of ethnoscience-based science learning which is suitable for developing critical thinking skills and local cultural awareness includes the following steps: Engage, Explore, Explain, Elaborate, Exhibit, and Evaluate.
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Wati, Sakila, Agil Al Idrus, and Abdul Syukur. "Analysis of student scientific literacy: study on learning using ethnoscience integrated science teaching materials based on guided inquiry." Jurnal Pijar Mipa 16, no. 5 (November 14, 2021): 624–30. http://dx.doi.org/10.29303/jpm.v16i5.2292.
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There are still few teachers who develop their teaching materials independently. There is also no continuity in science learning between scientific knowledge with real-life problems and local wisdom. As a result, learning is less meaningful, and students' scientific literacy skills remain low. This study aims to develop ethnoscience integrated science teaching materials based on guided inquiry that are appropriate and effective in improving students' scientific literacy. This study is development research that refers to the 4D development model. In addition to developing ethnoscience integrated science teaching materials based on guided inquiry, the researchers also developed syllabus, lesson plan, and students' scientific literacy instrument. The data collection technique used a validation sheet by three expert lecturers who are competent in their fields to measure the feasibility of the teaching materials. The scientific literacy instrument used multiple-choice questions. The data analysis technique used the validation percent index and the N-gain test to determine the increase in scientific literacy. Thi study obtained: 1) ethnoscience integrated science teaching materials (90); 2) syllabus (93); 3) lesson plan (90); and 4) scientific literacy instrument (90) with very valid and valid criteria; and revealed that 5) ethnoscience integrated science teaching materials can improve students' scientific literacy, as evidenced by the average score obtained by three schools with high improvement criteria. To summarize, this ethnoscience integrated science teaching materials based on guided inquiry are feasible and effective to be applied and implemented in learning to improve students' scientific literacy.