Students’ innovative and creative thinking skill profile in designing chemical batik after experiencing ethnoscience integrated science technology engineering mathematic integrated ethnoscience (ethno-stem) learnings

Abstract

This research aims to measure the innovative and creative character of Chemistry students in batik motifing of Chemical structures after learning natural products with the integrated STEM approach Ethnoscience. This type of research is a qualitative descriptive study with students of Chemistry education at UNNES taking Natural Product courses as a subject. Instruments data collection are questionnaires, interviews, the value of chemical batik products, and creativity in describing the meaning of batik motifs, appearance, origin, and color creations that have been designed on canvas. Chemical batik products produced by Ethno-STEM Project study were assessed by a research team and batik experts from Zie Batik Malon Gunungpati and batik experts from Pekalongan to determine which batik motifs are feasible to be produced as a form of research downstreaming. The final result of the batik design was decided that four decent batik products were produced in terms of motifs, color display, originals, and interesting creativity according to the judgment of batik experts. The four innovative and creative batik motifs with high scores are the anti-Christian batik motif, alpha pinene, curcuminoid, and Etbo-STEM carotenoids. From the results of this study it was concluded that the profile of innovative and creative character of students after learning with the Etno-STEM approach is very good.

Review Analysis of Video Blogging, Ethnoscience and Social Media Literacy in the Era of the Industrial Revolution 4.0

“…2018), originating from Lampung, is evidence from an Indonesian writer on ethnoscience. Research on the same issue was also conducted by Risdianto et al (2020), Sudarmin et al (2020), and Adhi et al (2018). The variety of local wisdom in Indonesia makes it easy for researchers to dig deeper into the cultures that exist in Indonesia to be appointed as research topics and transformed into scientific science.…”

“…In line with Ulfa (2019) which describes the effectiveness of ethnosciencebased Learning Implementation Plans (RPP) to increase student interest and learning outcomes in additive material, and Wulandari et al (2018), who researched to know the effectiveness of learning membrane transport with ethnoscience on cognitive learning outcomes and entrepreneurial interest in high school students. Studies on ethnoscience averages examine the association between ethnoscience variables and other variables such as W et al (2018), who analyzed the practicality and effectiveness of ethno-based student worksheets with increased student understanding; Risdianto et al (2020) ethnoscience with critical thinking skills; Sudarmin et al (2020) with the character of creative and innovative thinking. Meanwhile, Adhi et al (2018) develop ethnoscience combined with instructional videos.…”

Integrasi Pendidikan Biologi dalam Konservasi Lembu Putih Taro Berbasis Kearifan Lokal

“…Praxis integrasi kearifan lokal dari konsevasi lembu putih Taro dalam pembelajaran (Sudirgayasa et al, 2021). Selain itu, integrasi kearifan lokal sudah banyak diintegrasikan ke dalam pembelajaran baik dalam bentuk konten, konteks, maupun model (Gunawan, 2019;Khoiri, 2018;Kurniawan, 2021;Risdianto, 2021;Sarwi, 2020;Sudarmin, 2020), belum ada penelitian yang membawa pendidikan dan pembelajaran ke dalam kearifan lokal untuk mendukung upaya konservasi yang ada di dalamnya. Belum ada penelitian konsep biologi pola persilangan untuk masyarakat memahami bagaimana cara mengisolasi gen lembu putih Taro agar tetap homozigot.…”

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

“…Pembelajaran berbasis etnosains mengintegrasikan budaya lokal dengan konsep konsep sains kedalam pembelajaran. Pembelajaran berbasis etnosains dibedakan menjadi tiga jenis yaitu belajar tentang budaya, belajar dari budaya dan belajar melalui budaya (Sarwi et al, 2020;Sudarmin et al, 2020). Dalam penelitian ini pembelajaran berbasis budaya (etnosains) diimplementasikan dengan memasukkan unsur budaya ke dalam pembelajaran tematik.…”