The Effect of Project Based Learning with Ethnoscience Approach on Science Conceptual Understanding

Abstract

The purpose of this study was to analyze the effect of implementing a project-based learning model (PjBL) with an ethnoscience approach on the level of understanding of elementary school students' concepts and to determine student responses to the application of a Project Based Learning Model (PjBL) with an ethnoscience approach. This study was a quasi experimental research design with a post-test only group design. The samples used were two classes of fourth grade students as the experimental class consisted of 27 students and the control class consisted of 23 students. The sampling technique used was multiple purposive sampling. The data collection method used was the test and non test method. The instruments used are multiple choice post-test questions and student response questionnaires to the application of a project-based learning model (PjBL) with an ethnoscience approach. The normality and homogeneity test as the initial test showed the data were normally distributed and homogeneous. This study used the average difference test with the parametric statistical test Independent-Sample T Test. The t-test results showed that the t-count value is 2.452 t-table 2.011 so that there is a significant difference in the post-test mean of students in the experimental class and the control class. The average score of student responses to the use of the Project Based Learning Model (PjBL) model with an ethnoscience approach is 89.6 with very good criteria. The application of the Project Based Learning (PjBL) model with the ethnoscience approach affects science conceptual understanding.

Penerapan Lembar Kerja Peserta Didik Berbasis Etnosains untuk Meningkatkan Hasil Belajar di SMP Negeri 8 Banda Aceh

“…Beberapa penelitian tentang pengembangan dan penggunaan bahan ajar berbasis etnosains menunjukkan pengaruh positif. Fakta di lapangan didapatkan bahwa model pembelajaran yang diintegrasikan dengan budaya lokal memberikan nilai positif terhadap hasil belajar peserta didik dan pembelajaran lebih efektif (Dewi dkk., 2021;Hastuti dkk., 2019;Ardianti & Raida, 2022;Permata dkk., 2019;Sudarmin dkk., 2020;Risdianto dkk., 2019). Selanjutnya, penggunaan media pembelajaran video dengan integrasi budaya lokal efektif meningkatkan penguasaan konsep terhadap siswa dan mampu memberikan pengetahuan untuk merawat, melindungi, dan berinteraksi dengan baik di lingkungannya (Wilujeng dkk., 2020).…”

Ethnoscience Studies Analysis and Their Integration in Science Learning: Literature Review

“…Example activity of Project-based learning integrated with ethnoscience, among others creating flora and fauna projects as a part of local potential. Implementing Project Based Learning (PjBL) with an ethnoscience approach invited students to learn about the environment through actual activities so students gained hands-on experience, learned science concept concretely based on examples found around them (Ardianti & Raida, 2022).…”

“…The least used variables are chemical literacy and concept understanding, about 6% each. The use of local local wisdom as a learning resource makes learning more meaningful (Ardianti & Raida, 2022). Learners can connect real-life examples in the surrounding environment with learning materials to help them understand more in-depth concepts through real-life examples.…”

Exploring Indigenous Knowledge of Traditional Martial Art “Silat Beksi” to Identify Contents and Contexts for Science Learning in Biology Education

“…One of the goals of culturebased learning is to help the young to find identity social meaning (Zubaidah & Arsih, 2021). Integrating science with indigenous science has proven effective in arousing students' interest in science learning (Angaama et al, 2016), (Ardianti & Raida, 2022).…”