Analysis of Needs for the Development of Local Wisdom-Based Junior High School Science E-Modules Related to Ethnoscience in South Sumatera

Abstract

This article aims to present the results of an analysis of the needs of local wisdom-based e-module teaching materials related to ethnoscience in South Sumatera. The data in this article were collected by distributing a questionnaire with the help of a Google form which was filled in by 35 science teachers and 69 students in grades VIII and IX at SMPN 1 Madang Suku I, even semester of the 2022/2023 school year, and then analyzed using descriptive analysis. The objects of study in this article include the suitability of KI and KD, the teaching materials used by teachers, and the needs of teachers and students for local wisdom-based e-modules related to ethnoscience in South Sumatera. The results of the study show that 100% of teachers use other handbooks and other teaching materials that are in accordance with KI and KD; 56.3% of teachers use special teaching materials other than books from schools to assist in understanding a material; 100% of teachers need e-module teaching materials based on local wisdom related to ethnoscience in South Sumatera which can be used to study material on liquid pressure; 23.2% of students have handbooks other than science books that are borrowed from the school; 92.8 Students look for other materials to help understand the science material; and 95.7% of students need e-module teaching materials based on local wisdom related to ethnoscience so that the subject matter is more interesting and easier to understand. Thus, it can be understood that e-module teaching materials based on local wisdom related to ethnoscience in South Sumatera are needed to make it easier for students to understand the material.

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

“…The application of ethnoscience learning is carried out because of the importance cultural knowledge, beliefs and practices in shaping an individual's understanding of the world. By incorporating ethnoscience into education, students are encouraged to explore and appreciate their own cultural heritage, as well as the cultural diversity around them (Yuliana et al, 2023).…”

“…Ethnoscience learning is significant because it can transform people's hereditary knowledge into credible and accountable knowledge (Sudarmin, 2014;Azizah, 2021;Yuliana et al, 2023). Ethnoscience-based learning aims to introduce learners to facts developed in a society associated with learning materials (Ahmad, 2020;Fasasi, 2017).…”

STEM Analysis (Science, Technology, Engineering and Mathematics) of the Agricultural System of the Indigenous People of Urug Village

“…STEM learning based on local wisdom in addition to increasing students' creativity, critical thinking skills (Mulatsih et al, 2023;Rushiana et al, 2023), science process skills (Mukaromah et al, 2022), High Order Thinking Skill (HOTS) (Ali & Zaini, 2023), students' environmental literacy (Wahyuni et al, 2022) and science literacy (Wahyu et al, 2023). Local wisdombased learning is easily understandable for students (Yuliana et al, 2023). Formal learning enables students to comprehend the material while also fostering a sense of national pride and other Pancasila values by recognizing themselves and their surroundings.…”