Pengembangan Modul Pembelajaran IPA Berbasis Etnosains Materi Pencemaran Lingkungan Untuk Melatih Literasi Sains Siswa Kelas VII di SMP

Abstract

The purpose of this research is to develop ethnics-based science learning modules that have the feasibility to be used after validation. The research method uses the Borg & Gall development model which consists of 8 stages, namely a preliminary study stage, a research planning stage, a design development stage, a limited field test stage, a revised stage of the results of a limited field test stage, a broad trial phase, a revision stage of the trial results from wider field and the final product stage. This research is limited to the develop stage, namely the feasibility of the module. The instrument used was a questionnaire for module eligibility. The research subjects were 3 lecturers of Islamic religious institutes consisting of 1 language expert lecturer, 1 material expert lecturer, and 1 media expert lecturer. The data from the questionnaire analysis by calculating the percentage of achievement in each component of the percentage of achievement criteria for the feasibility of learning modules based on ethnics-based science developed is suitable for use with a percentage of 88%, 77.5%, 87.5% (very feasible, feasible, and very feasible categories). From the results of these data, it can be concluded that the module is feasible to be used as teaching material in supporting the teaching and learning process on environmental pollution material.

Ethnoscience Studies in Songket Sasak Cloth Motifs: Prospective Science Teacher Perceptions

“…Ethnoscience-based science learning can facilitate meaningfull learning (Akmal et al, 2021), by exploration activities and application of the concept of science in indigenous science or local wisdom of the nearby community (Puspasari et al, 2019;Toharudin & Setia, 2017). This is in accordance with the opinion (Khoiri & Sunarno, 2018), Ethnoscience is an interesting learning approach because of indigenous science reconstruction of nearby community into scientific knowledge so that more beneficial for students well-being (Mardianti et al, 2020;Suastra, 2010;Wahyu, 2017). Meaningful learning can facilitate students to learning by doing, connect the concepts of science studied with cultural values and traditions in daily life (Dewi et al, 2019;Khoiri & Sunarno, 2018;Puspasari et al, 2019).…”

“…Ethnoscience approaches are important for building cultural care attitudes and tolerance for local cultures and traditions diversity of a region and sustainable development based on local potency (Akmal et al, 2021;Khery et al, 2022;Parrish & Linder-vanberschot, 2010;Wahyu, 2017). This is reinforced by (Mardianti et al, 2020), ethnoscience approaches can fortify students from the acculturation of foreign cultures that is transformed massively by electronic media in today's digital age. The ethnoscience approach is effective for exploring procedural knowledge of cultural values and deeply oriented to integrated understanding than just a deep understanding (Chiappetta & Koballa, 2006;Listyawati, 2012;Wahyu, 2017).…”

Kajian Etnosains pada Ramuan Tradisional Keraton Sumenep dan Kaitannya dengan Pembelajaran IPA SMP

“…Adapun pengetahuan asli tersebut diperoleh dari nilai luhur budaya yang diwariskan secara turun-temurun dari satu generasi ke generasi berikutnya (Muliadi et al, 2022). Berdasarkan Mardianti et al (2020), pengetahuan asli masyarakat dapat bersumber dari orang tua, kerabat, tetangga, atau masyarakat. Adapun sains ilmiah diperoleh dari materi pelajaran yang didapatkan di bangku sekolah.…”

Pengembangan Modul Pembelajaran Ipa Berbasis Etnosains Materi Pemanasan Global Untuk Melatih Kemampuan Literasi Sains Siswa SMP

“…Siswa dapat mengulang kembali apa yang di pelajarinya kapan saja, sehingga siswa lebih meresapi isi dari modul. Modul pembelajaran akan lebih menarik siswa untuk mempelajarinya apabila konsep pelajaran didalamnya diintegrasikan dengan budaya atau karakteristik lingkungan sekitarnya (Sari et al, 2020) Literasi sains penting untuk menghadapi pertanyaan dalam kehidupan yang memerlukan cara berpikir ilmiah (Mardianti et al, 2020). Kemampuan litersi sains dapat dilatih dengan menerapkan pembelajaran yang memanfaatkan lingkungan sosial dan budaya (etnosains) sebagai sumber belajar dalam kehidupan sehari-hari (Pertiwi & Rusyda Firdausi, 2019) (Fitriani & Setiawan, 2018).…”