Use of Lokal Wisdom-Based Media To Improve Critical Thinking

Pembelajaran abad modern memerlukan keterampilan 4C: communication, colaboration, critical thinking and creativity. Keterampilan tersebut dapat diperoleh melalui proses belajar, pengalaman atau latihan. Siswa pergi ke sekolah untuk mendapatkan pendidikan formal pertama kali. Ilmu Pengetahuan Alam (IPA) adalah salah satu bidang ilmu yang diajarkan di sekolah. Siswa dihadapkan pada banyak konsep abstrak yang membutuhkan kemampuan berpikir kritis yang baik. Meningkatkan kemampuan berpikir kritis siswa sangat perlu dilakukan. Jenis penelitian ini ialah eksperimen semu dengan desain non equivalent control group design. Sampel yang digunakan terdiri dari dua kelas, satu kelas ditetapkan sebagai kelas eksperimen dan satu kelas sebagai kelas kontrol. Metode sampling purposive digunakan untuk mengumpulkan sampel. Hasil pengujian hipotesis menggunakan uji t menunjukkan bahwa thitung lebih besar daripada ttabel pada taraf signifikansi 0,05, yang menunjukkan bahwa hipotesis H0 ditolak. Dengan demikian, model pembelajaran flipped classroom dengan pendekatan etnosains berpengaruh terhadap kemampuan berpikir kritis siswa.

Section: Introductionsupporting

confidence: 84%

The Influence of the Flipped Classroom Learning Model with an Ethnoscience Approach on Students' Critical Thinking Ability

Afdarina,

Chatri,

Helendra

et al. 2024

“…The indigenous agricultural system of the Urug tribe incorporates STEM principles into its local wisdom, making it an ideal candidate for integration into the learning process. STEM learning based on local wisdom in addition to increasing students' creativity, critical thinking skills (Mulatsih et al, 2023;Rushiana et al, 2023), science process skills (Mukaromah et al, 2022), High Order Thinking Skill (HOTS) (Ali & Zaini, 2023), students' environmental literacy (Wahyuni et al, 2022) and science literacy (Wahyu et al, 2023). Local wisdombased learning is easily understandable for students (Yuliana et al, 2023).…”

Section: Figure 2 a Study Of The Urug Indigenous Rice Cultivation Systemmentioning

confidence: 99%

STEM Analysis (Science, Technology, Engineering and Mathematics) of the Agricultural System of the Indigenous People of Urug Village

Lathifah,

Widodo,

Kaniawati

et al. 2024

This study examines the potential of STEM in the context of indigenous farming systems in Urug Village to improve agricultural sustainability, increase crop yields, and promote environmental conservation through education. Surveys and data collection to identify challenges and opportunities, and to develop solutions that meet the needs of indigenous communities while prioritizing sustainability and environmental conservation are practical steps for this study. Data was collected from the agricultural practices of the Urug indigenous community using the survey method, which included participatory observations, interviews, literature reviews, and documentation. Technical terms are explained upon first mention. The Urug indigenous community follows a series of rice planting procedures. These include babad susukan, seed preparation, seed soaking for two days, stocking, ngabaladah, babad, mingul, ngangler, tandur, ngoyos, ngadares, dibuwat (harvest), lantayan, and ngunjal. The study of science in the community centers around concepts such as astronomy, ecosystems, simple aircraft, pressure, temperature, and heat. Additionally, simple technologies such as terracing, etem, and leuit are employed. Agricultural engineering focuses on environmentally friendly rice farming. Mathematics deals with numbers and operations used in solving numeric problems, as in the calculation of the Pranatamangsa calendar and the Tandur. This agricultural knowledge can be integrated into STEM education.

“…A learning approach grounded in indigenous knowledge has the potential to enhance students' critical thinking abilities to the fullest extent (Budiarti & Airlanda, 2019). There is a significant difference based on the effectiveness of using local wisdom in improving critical thinking skills, as well as a significant impact on students' critical thinking skills between the guidance model based on local wisdom and the guided inquiry model (Mulatsih et al, 2023).…”

Section: Critical Thinking Abilitymentioning

confidence: 99%

Analysis of Integrating Local Potential in Science Learning and its Effect on 21st Century Skills and Student Cultural Awareness: Literature Review

Kamila,

Wilujeng,

Jumadi

et al. 2024

Integrating local potential in science learning is an effort to introduce culture to the younger generation by linking indigenous knowledge into scientific knowledge. This study focuses on examining research conducted in the past five years, specifically those published in SINTA 2 to 4, that delve into the integration of local potential in science learning. The research employs a qualitative approach, utilizing a literature review of 30 articles chosen based on their classification, which explores the fusion of local potential and the unique culinary traditions of a region in science education. The results of the papers are in the form of classification for educational research in the fields of science, physics, chemistry, and biology. The results of the analysis show that the integration of local potential in science learning is combined with learning models and methods such as STEAM, Inkuriri, Discovery Learning, using PBL and PJBL models. Integration of local potential in science learning can improve 21st century skills including learning outcomes, concept understanding, critical thinking skills, problem solving skills, environmental literacy and students' love for local culture and problem-solving skills. The most significant results are learning outcomes and understanding of student concepts.