Pendekatan Etnosains dalam Pelajaran Kimia Untuk Pembentukan Karakter Siswa: Tanggapan Guru Kimia di NTB

Andayani, Yayuk; Anwar, Yunita Arian Sani; Hadisaputra, Saprizal

doi:10.29303/jpm.v16i1.2269

Cited by 8 publications

(7 citation statements)

References 11 publications

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“…The ethnoscience-based science learning process emphasizes local wisdom and problems that exist in society, so that students are able to solve problems encountered in everyday life (Nuralita, 2020). This opinion is in line with the research results of Andayani et al, (2021); Nuralita & Reffiane, (2020); Dinissjah et al, (2019) which states that ethnoscience is easier to develop in learning by integrating the culture and habits of the people around students. Cultural knowledge such as folklore, fairy tales, traditional games, traditional rituals, local production, and the use of nature is a form of ethnoscience learning.…”

supporting

confidence: 82%

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Implementation of ethnosains in science learning in madrasah ibtidaiyah

Aisyah¹,

Khotimah²

2023

JPDN

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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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supporting

confidence: 82%

“…Ethnoscience-based learning aims to introduce students to facts that have developed in a society, then associated with science materials. According to Andayani et al, (2021); Yuliana et al, (2021) thinking, understanding, concluding, listening, studying, comparing, differentiating, expressing and analyzing.…”

Section: Implementation Of Ethnoscience Learningmentioning

confidence: 99%

Implementation of ethnosains in science learning in madrasah ibtidaiyah

Aisyah¹,

Khotimah²

2023

JPDN

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“…Kegitan ini sesuai dengan tuntutan pendidikan di abad 21 yaitu peserta didik mampu belajar secara merdeka, mandiri, meningkatkan berpikir kritisnya dalam memahami suatu ilmu atau pembelajaran. Pendekatan etnosain dengan pembelajaran ini juga dapat diintegrasikan dalam pembentukan karakter pada peserta didik (Andayani et al, 2021). Karakteristik etnosains yaitu dapat diintegrasikan dalam pembelajaran di sekolah dasar melalui pengembangan tema pada materi ajar dan juga dapat mengembangkan kompetensi yang dimiliki peserta didik (Wahyu, 2017).…”

Section: Pendahuluanunclassified

Etnosains Pasar Terapung Kalimantan Selatan dalam Materi Ilmu Pengetahuan Alam (IPA) Sekolah Dasar

Rahmawati

Atmojo

2021

basicedu

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Etnosains merupakan pendekatan pembelajaran dengan mengintegrasikan budaya dan sains sehingga memberikan pembelajaran yang bermakna bagi perserta didik. Belum semua guru atau sekolah yang mengkaitkan pembelajaran berbasis etnosais padahal melalui etnosains, akan menanamkan sikap ilmiah pada peserta didik. Tujuan penelitian ini adalah mendeskripsikan kearifan lokal pasar terapung di provinsi Kalimantan Selatan berbasis etnosains dengan mengintegrasikan pada materi pembelajaran IPA kelas IV Sekolah Dasar yaitu “Pemanfaatan Sumber Daya Alam Indonesia”. Metode pada penelitian ini menggunakan pendekatan kualitatif deskriptif dengan tinjauan pustaka pada beberapa buku serta jurnal-jurnal relevan. Hasil dari kajian ini adalah pembelajaran berbasis etnosains menarik dan inovatif sebagai strategi dalam mengembangkan pembelajaran yang kontekstual berpusat pada siswa sehingga memberikan pengalaman bermakna. Kesimpulannya adalah pembelajaran etnosains dipercaya efektif digunakan dalam pembelajaran karena mengintegrasikan budaya lokal dengan materi-materi di sekolah sehingga peserta didik akan mudah memahami dan mampu berpikir secara ilmiah dalam kehidupan. Penelitian ini perlu dikembangkan kembali berupa bahan ajar pengintegrasian etnosains berbasis digital sehingga dapat menciptakan pembelajaran yang inovatif dan kreatif pada peserta didik.

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“…Hal senada juga disampaikan oleh Lalu Sudarman bahwa tradisi baju lambung memiliki nilai budaya, sosial dan pengetahuan yang perlu diajarkan di sekolah agar tradisi yang sudah turun-tenurun ini dapat dilestarikan. Salah satu kendala untuk mengimplementasi etnosain dalam pembelajaran adalah kesulitan guru dalam mengidentifikasi konsep yang relevan [12]…”

Section: Sikap Terhadap Upaya Integrasi Baju Lambung Dalam Pembelajaranunclassified

Kajian Etnosain Pakaian Adat “Lambung”: Identifikasi Konten Kimia Dalam Tradisi Masyarakat Lombok

Andayani¹,

Hakim²,

Loka³

et al. 2021

UJCEd

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Lambung merupakan pakaian adat masyarakat Lombok yang digunakan dalam berbagai acara seperti acara pernikahan, upacara adat atau penyambutan tamu. Selain nilai sosial,budaya dan karakter, dalam tradisi juga terkandung nilai sains yang dapat diintegrasikan ke dalam pembelajaran kimia. Tujuan penelitian ini untuk mengidentifikasi konsep kimia dalam etnosain baju adat Lambung. Penelitian deskriptif kualitatif dengan pendekatan fenomenologis dilakukan di daerah Lombok Timur. Data dikumpulkan melalui observasi, wawancara, dokumentasi dan dianalisis secara deskriptif. Konsep kimia yang dapat diidentifikasi antara lain senyawa organik, senyawa anorganik, kimia unsur dan sistem periodik unsur. Hasil kajian ini diharapkan dapat membantu guru untuk merancang pembelajaran kimia dengan pendekatan etnosain.

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Pendekatan Etnosains dalam Pelajaran Kimia Untuk Pembentukan Karakter Siswa: Tanggapan Guru Kimia di NTB

Cited by 8 publications

References 11 publications

Implementation of ethnosains in science learning in madrasah ibtidaiyah

Implementation of ethnosains in science learning in madrasah ibtidaiyah

Etnosains Pasar Terapung Kalimantan Selatan dalam Materi Ilmu Pengetahuan Alam (IPA) Sekolah Dasar

Kajian Etnosain Pakaian Adat “Lambung”: Identifikasi Konten Kimia Dalam Tradisi Masyarakat Lombok

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