The analysis of ethnoscience-based science literacy and character development using guided inquiry model

Abstract

Building science literacy education in the 21st century began to be developed again especially in primary schools. The purpose of the research was to analyze of ethnoscience-carica based of science literacy and character development by using guided inquiry model. The place of research is at two state primary schools in Wonosobo Regency, Central Java. The mixed methods research was used, with embedded experimental model design. The subjects research are 56 students from primary school. Data collection was done by using test, observation, and documentation. The result showed the positive correlation between the mastery of science literacy an ethnoscience-carica based on the healthy food and students’ character is r = 0.58 (medium); and gain factor <g> = 0.70 (high). The conclusion of the research that the implementation of the guided inquiry model is to effective increase students’ mastery of scientific literacy on the healthy food and students’ character development.

Profil Literasi Sains Aspek Kompetensi Peserta Didik Melalui Pembelajaran Berbasis Budaya Lokal Reyog Ponorogo

“…Because local culture has not been scientifically proven, teachers are afraid to incorporate it into science lessons. Local culture has not been fully integrated in several learning processes, especially science learning (Handayani et al, 2019;Sarwi et al, 2020). Integrating local culture into science learning is one approach that can be taken to develop students' scientific literacy skills (Dewi et al, 2021;Dewi et al, 2017;Parmin & Fibriana, 2019).…”

Kesulitan Guru dalam Menerapkan Pembelajaran IPA Berbasis Etnosains di Sekolah Dasar

“…Pembelajaran IPA berbasis etnosains akan membawa siswa lebih antusias, tertarik, dan akan merasa senang dalam situasi belajar yang kondusif. Selain itu juga akan dapat membangun karakter siswa terutama sikap peduli lingkungan dan tanggung jawab (Sarwi, Alim, Fathonah, & Subali, 2019).…”

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.…”