Etnosains sebagai Sumber Belajar di Sekolah Dasar

Kelana, Jajang Bayu; Wardani, Duhita Savira; Wulandari, Medita Ayu

doi:10.26858/jkp.v5i1.16822

Cited by 7 publications

(6 citation statements)

References 6 publications

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“…According to Efendi & Muliadi (2023), several local traditions and culture of the Sasak tribe can be integrated with science learning materials, for example the process of making poteng jaje tujak food is related to biotechnology material because there is fermentation activity (Hikmawati, Suastra & Pujani, 2020;Anwar, Supardi & Sugiharto, 2012). Thus, students' knowledge about ethnoscience can be developed through integrating science learning materials with indigenous science in local traditions and culture (Kelana, Wardani & Wulandari, 2021;Rikizaputra et al, 2021).…”

Section: Student Knowledge About Ethnoscience-based Learningmentioning

confidence: 99%

Ethnoscience Knowledge of Science Teacher Candidates at UIN Mataram

Ningrat,

Ratnasari,

Muliadi

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to explore the knowledge of prospective science teacher students about ethnoscience. This study is an exploratory research conducted by the Mataram State Islamic University with 17 biology education students as respondents obtained using a convenience sampling technique. The research instrument used is a closed questionnaire with answers using a Likert scale and has been validated by experts. This research data was analyzed using qualitative and quantitative descriptive statistics. The results of this research are (1) 82.35% of prospective science teacher students stated that they did not know enough about indigenous science, 70.59% stated that they did not know about ethnoscience, 70.59% stated that they did not know about the content of indigenous science in local traditions and culture, 58.82% said they didn't know enough about the relationship between indigenous science and scientific knowledge, 70.59% said they didn't know enough about the integration of indigenous science in science learning, 52.94% said they didn't know enough about ethnoscience-based learning; (2) 88.23% of prospective science teacher students showed ethnoscience knowledge in the Low category and another 11.17% showed ethnoscience knowledge in the Tall category

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Section: Student Knowledge About Ethnoscience-based Learningmentioning

confidence: 99%

Ethnoscience Knowledge of Science Teacher Candidates at UIN Mataram

Ningrat,

Ratnasari,

Muliadi

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Sangat sulit untuk mempertahankan budaya lokal, meskipun ada banyak kemudahan yang ditawarkan oleh kemajuan zaman. Kemudahan yang ditawarkan oleh kemajuan zaman, mempertahankan budaya Indonesia menjadi tantangan (Kelana et al, 2021). Generasi muda saat ini lebih cenderung menyukai dan mempelajari budaya kontemporer daripada budaya sendiri.…”

Section: Abstrakunclassified

Pembelajaran Ipa Berbasis Etnosains Pada Materi Struktur Tumbuhan Dan Fungsinya Di Sekolah Dasar

Gumilar,

Hidayati,

Mindaryani

et al. 2024

EDUPROXIMA

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“…Aza Nuralita (2020) menyatakan Etnosains mengangkat budaya dan kearifan lokal untuk dijadikan objek pembelajaran sehingga membuat pembelajaran lebih bermakna. Kelana et al, (2021), menyatakan bahwa penerapan etnosains dapat berupa sumber belajar seperti makanan khas daerah sebagai materi dan sumber belajar sains, teknologi masyarakat setempat, alat musik, produk komoditas lokal, dan produk kerajinan daerah setempat. Maka dari itu pembelajaran yang berbasis etnosains sangat perlu diintegrasikan dalam pembelajaran IPA, khususnya di sekolah dasar.…”

Section: Pendahuluanunclassified

Analisis Pembelajaran IPA Berbasis Etnosains di SDIT Al-Jihad Karawang

Hufad

Leksono

2022

JSD

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Abstrak Penelitian ini dilakukan dengan tujuan untuk mengetahui apakah SDIT Al-Jihad Pedes Karawang sudah mengimplementasikan atau menerapkan etnosains dan mendeskripsikan penerapan etnosains dalam pembelajaran IPA di SDIT Al-Jihad Pedes Karawang. Jenis penelitian yang digunakan adalah penelitian kualitatif metode deskriptif kualitatif. Instrumen penelitian dengan menggunakan angket, pedoman wawancara, dengan subjek yang diteliti yaitu guru kelas IV, V dan VI dan Kepala Sekolah SDIT Al-Jihad Pedes Karawang. Berdasarkan hasil penelitian didapatkan bahwa dari aspek pertama yaitu perencanaan pembelajaran IPA yang berbasis etnosains di kelas IV, V, dan VI masih belum terencana, hal ini terlihat dalam bentuk fisik RPP guru. Aspek yang kedua yaitu implementasi atau penerapan pembelajaran IPA berbasis etnosains di kelas tinggi (kelas IV, V, dan VI) terlaksana walaupun dalam RPP tidak tertuliskan. Contohnya dalam kegiatan pembelajaran IPA, guru menghubungkan serta memberikan contoh materi dengan kebudayaan lokal, lingkungan, serta keadaan sosial yang berada di lingkungan sekitar. Aspek ketiga yaitu dari proses evaluasi dalam penerapan pembelajaran IPA berbasis etnosains yaitu disesuaikan dengan kurikulum 2013 (kognitif, afektif, dan psikomotor). Abstract This study was conducted with the aim of knowing whether SDIT Al-Jihad Pedes Karawang has implemented or applied ethnoscience and describes the application of ethnoscience in science learning at SDIT Al-Jihad Pedes Karawang. The type of research used is a qualitative descriptive qualitative research method. The research instrument used a questionnaire, an interview guide, with the subjects studied, namely grade IV, V and VI teachers and the Principal of SDIT Al-Jihad Pedes Karawang. Based on the results of the study, it was found that from the first aspect, ethnoscience-based science learning planning in grades IV, V, and VI is still not planned, this can be seen in the physical form of the teacher's lesson plans. The second aspect is the implementation or application of ethnoscience-based science learning in high grades (grades IV, V, and VI) even though the lesson plans are not written down. For example, in science learning activities, the teacher connects and provides examples of material with local culture, the environment, and social conditions in the surrounding environment. The third aspect is from the evaluation process in the application of ethnoscience-based science learning, which is adjusted to the 2013 curriculum (cognitive, affective, and psychomotor).

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Etnosains sebagai Sumber Belajar di Sekolah Dasar

Cited by 7 publications

References 6 publications

Ethnoscience Knowledge of Science Teacher Candidates at UIN Mataram

Ethnoscience Knowledge of Science Teacher Candidates at UIN Mataram

Pembelajaran Ipa Berbasis Etnosains Pada Materi Struktur Tumbuhan Dan Fungsinya Di Sekolah Dasar

Analisis Pembelajaran IPA Berbasis Etnosains di SDIT Al-Jihad Karawang

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