Integrating Inquiry Based Learning and Ethnoscience To Enhance Students’ Scientific Skills and Science Literacy

Abstract

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.

Exploration of physics concepts with traditional engklek (hopscotch) game: Is it potential in physics ethno-STEM learning?

“…So that the application of the Engklek game in Ethno-STEM-based physics learning is very positive and has many benefits. This is supported by previous research showing that the application of Ethnoscience and Ethno-STEM-based learning can effectively improve students' scientific literacy (Dewi et al, 2019;Wati et al, 2021), scientific skills (Hastuti et al, 2019), learning outcomes (Usman et al, 2019), entrepreneurship (Sudarmin et al, 2017), science process skills (Ibe & Nwosu, 2019), scientific character (Atmojo et al, 2019), critical, and creative thinking skills (Risdianto et al, 2020;Sumarni & Kadarwati, 2020).…”

Scientific literacy refinement at Islamic junior high schools using socio-science spirituality learning model

“…This stage requires students to explore data in the form of literature review or observations of phenomena that develop in society and to do scientific data mining through practicum. Research explains that scientific literacy can be improved through the application of explorationbased learning, literature review (Finneran, 2017), data mining, exploration of students' ideas through question and answer sessions about related issues (Hastuti et al, 2019;Vieira & Tenreiro-Vieira, 2016), and practicum (Nisa et al, 2019;Rubini et al, 2017). Piaget's cognitive development suggests that students at the junior high school level already have the ability to carry out scientific investigations and make decisions.…”

“…Second, investigating requires learners to explore data in the form of literature review, observations on phenomena evolving in society, or scientific data mining through a practicum. Explorationbased learning that is applied through question and answer (Q and A) sessions to extract students' ideas can increase scientific literacy (Hastuti et al, 2019;Ødegaard, 2018). Third, sharing has the potential to enhance scientific literacy because learners communicate and discuss ideas with each other to solve problems and make decisions together (Zeidler et al, 2011).…”

“…If the learning objective has not been achieved, improvement planning is prepared (Juhji, 2016;Rafiah et al, 2018). Hastuti et al, (2019) explains that if the reflection stage is carried out appropriately and directed, students will be able to perform reflective thinking because they are accustomed to learning to analyze, evaluate, and acquire meaning.…”

Pembelajaran Tematik Berbasis Etnosains Dalam Meningkatkan Literasi Budaya dan Kewargaan Siswa Sekolah Dasar

“…Melalui penelitian ini dikembangkan sebuah pembelajaran yang mengintegrasikan budaya lokal membatik kayu. Kegiatan membatik kayu ini telah berlangsung secara turun temurun sehingga dapat disebut sebagai sebuah budaya lokal (Tulu et al, 2019;Sudarmin et al, 2019;Hastuti et al, 2019;Paul M. Muchinsky, 2012). Budaya lokal membatik kayu ini adalah bagian utama dalam pembelajaran tematik berbasis etnosains.…”