Inquiry-based science issues approach facilitates the development of scientific skills through research activities on surrounding science issues. The purpose of this research was to understand the influence of Inquiry-based science issues on practical skills of Junior High School students. This research employed quasi-experimental research method, equipped with pre-test, post-test non-equivalent control group design. The sample of sixty junior high school students in Yogyakarta was picked for this study.  The instruments used were observation sheets on practical skills, practical skills test, and instructional learning sheets. The data collected were analyzed using N-Gain, percentage, and Analysis of Covariate (ANCOVA) at 0.05 significance level. The result revealed that Inquiry Science Issues was more effective in fostering students’ practical skills than the scientific approach. There was a significant effect of treatment on students’ practical skills while no interaction between approach and prior knowledge of students. Moreover, the data of practical skills through the observation sheets in the experimental class had higher percentage compared to the control class, 80.36%, and 70.61% respectively.

Optical wave courses at the Department of Science discuss waves and optics. The purpose of this study is to describe the problem-solving ability of students in optical wave courses. The method used is quantitative descriptive with one group pre-test post-test design. Method of data collection involves a test given to students before and after the student worksheet was provided in the course of optical waves. This study showed an increase in scores experienced by as many as 15 students. This shows that the problem-solving ability of students has increased.

Local wisdom in Yogyakarta is very diverse, potential as a learning sources that can be integrated in the science learning process to develop the scientific literacy, which needed in 21st century learning. This research is to produce learning tools based on local wisdom to enhance the students’ scientific literacy. This study used the Plomp’s Model with several phases namely 1) Analysis, 2) Design, 3) Development, 4) Evaluation and 5) Implementation. The instruments used in this research were validation questionnaire of product and instrument for measure of scientific literacy. The result showed that (1) identification local wisdom in Yogyakarta which used in science learning and accordance with topic environmental pollution was utilizing waste batik as a result of the process of making batik in Yogyakarta, (2) learning toolkit based local wisdom have been produced namely lesson plans and students’ worksheet with excellent category of both, and (3) integrating local wisdom in science learning that was develop scientific literacy in very good category. It indicates that learning tools based on local wisdom was effective to use in science learning to develop scientific literacy.

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Since the indigenous knowledge of factual events in the scientific materials is often doubtful, it arises awareness for science investigation through integration of Inquiry Based Learning (IBL) and ethnoscience. This research is to reveal the effectiveness of Inquiry Based Learning (IBL)integrated with ethnoscience to enhance the students’ scientific skills and science literacy. This study used quasi-experimental research with implementation of pretest and posttest. The research samples were 64 students of the first grade junior high school in Yogyakarta. They were divided into two groups, namely experimental group with integration of IBL and ethnoscience and control group with scientific approach. The instruments were observation sheets on scientific skills and science literacy as well as of students’ cognitive test. The scientific skills and scientific literacy data were analyzed using N-Gain, while the testing data were using t-test at the level of significance of 0.05. The result of scientific skills and science literacy enhancement (N-Gain) were 0.73 and 0.69, respectively. On the other hand, the significant number of the given treatment was 0,000and the value was less than 0.05. It indicated that the integration of IBL and ethnoscience was more effective in enhancing the students’ scientific skills and science literacy than the scientific approach.