How is the Effectiveness of Ethnoscience-Based Modules in Science Learning in Indonesia?: A Systematic Literature Review

Authors

  • Ina Lestari Universitas Riau Author

Keywords:

Module, Ethnoscience, Natural Science

Abstract

Natural Sciences (IPA) is an important subject for Junior High School (SMP) students. In reality, science subjects are less popular and consider science subjects difficult to learn. Thus, teachers are asked to be creative in teaching so that students are interested in learning and improve their learning outcomes. This study aims to analyze the effectiveness of ethnoscience-based science modules in Indonesia for junior high school students. The method used is the Systematic Literature Review prism model using, the results digital libraries, namely Google Scholar, Crossref, Eric, and Garuda. In order for the selected literature to be relevant, the search uses the keywords "module, ethnoscience, IPA". Furthermore, filtering is carried out to obtain scientific article publications from 2020 to 2024. Based on the keywords, 1990 articles were obtained and then selected based on exclusion and inclusion criteria to produce 50 relevant articles. The analysis technique used is the narrative method by grouping the extracted data. The results of this study show that ethnoscience-based modules in science learning are effective in improving 21st century skills. Thereforeof this study open up good opportunities for further researchers to explore this topic further and make it a reference for researchers and teachers.

References

Agustina, M., & Setiawan, B. (2020). Development of ethnoscience integrated science module to improve students' critical thinking skills. Jurnal Pendidikan IPA Indonesia, 9(1), 11-21. https://doi.org/10.15294/jpii.v9i1.21707

Aikenhead, G. S., & Ogawa, M. (2007). Indigenous knowledge and science revisited. Cultural Studies of Science Education, 2, 539–620. https://doi.org/10.1007/s11422-007-9067-8

Aikenhead, G. S. (2017). Science education for everyday life: Evidence-based practice. Studies in Science Education, 53(1), 1-16. https://doi.org/10.1080/03057267.2016.1277257

Ariyanti, M., & Subiyanto. (2021). Developing Ethnoscience-Based Science Learning to Improve Students’ Science Literacy Skills. Jurnal Pendidikan Sains, 9(1), 66-73. https://doi.org/10.17977/jps.v9i1.16737

Aryani, L. D., Taufiq, M., & Zubaidah, S. (2018). The Effectiveness of Ethnoscience-Based Science Learning Material on Students' Creative Thinking Ability and Concept Understanding. Jurnal Pendidikan Sains, 6(1), 51-57. https://doi.org/10.17977/um033v6i12018p051

Cobern, W. W., & Aikenhead, G. S. (1998). Cultural aspects of learning science. International Handbook of Science Education, 39-52. https://doi.org/10.1007/978-94-011-4940-2_3

Dwiari, W., & Firman, H. (2020). The effect of ethnoscience learning on scientific literacy and conceptual understanding of junior high school students. Jurnal Pendidikan IPA Indonesia, 9(3), 394-401. https://doi.org/10.15294/jpii.v9i3.22112

Ekawati, Y. N., & Fitriani, A. (2019). The Development of an Ethnoscience-based Science Learning Module to Improve Students' Problem-Solving Skills. Jurnal Pendidikan Sains, 7(2), 64-70. https://doi.org/10.17977/um033v7i22019p064

Hidayah, N., et al. (2018). Ethnoscience Integrated Learning Model to Improve Students' Critical Thinking Skills. Jurnal Pendidikan Fisika Indonesia, 14(1), 16-22. https://doi.org/10.15294/jpfi.v14i1.12905

Idris, A., et al. (2021). Development of an Integrated Science Module with Ethnoscience to Improve Junior High School Students’ Critical Thinking Skills. Jurnal Pendidikan IPA Indonesia, 10(1), 45-53. https://doi.org/10.15294/jpii.v10i1.26402

Khuzaemah, E., & Zainuddin, S. (2020). Improving Science Literacy and Problem-Solving Skills Through Ethnoscience-Based Learning. Jurnal Pendidikan Sains, 8(2), 144-151. https://doi.org/10.17977/jps.v8i2.13106

Oktavia, D. M., & Astuti, P. (2020). Development of an ethnoscience-based e-learning module for elementary school students. Jurnal Pendidikan IPA Indonesia, 9(2), 210-219. https://doi.org/10.15294/jpii.v9i2.21753

Rohmah, N. H., & Hartati, T. (2018). Ethnoscience-based learning model in improving critical thinking skills and students’ scientific attitudes. Jurnal Pendidikan IPA Indonesia, 7(4), 419-426. https://doi.org/10.15294/jpii.v7i4.16218

Sari, N. P., & Handayani, F. (2020). Development of Ethnoscience-Based Learning Module to Improve Students’ Creative Thinking Ability. Jurnal Pendidikan Sains, 8(1), 9-15. https://doi.org/10.17977/jps.v8i1.11501

Yuliani, N., & Budiyono, T. (2021). The Effect of Ethnoscience-Based Learning on Scientific Literacy and Concept Understanding in Science Education. Jurnal Pendidikan IPA Indonesia, 10(3), 426-433. https://doi.org/10.15294/jpii.v10i3.30336

Downloads

Published

2024-12-16