Development of Ethnoscience-Based Science Module to Improve Science Literacy of Elementary School Students
Abdul Muizz, Pengembangan Modul IPAS Berbasis Etnosains untuk Meningkatkan Literasi Sains Siswa SD, Tesis, Surabaya, Fakultas Ilmu Pendidikan, Universitas Negeri Surabaya, 2024.
Pembelajaran IPAS sebagai pembelajaran yang bertujuan untuk mengembangkan kemampuan berpikir dan peduli terhadap lingkungan, terutama dalam kurikulum merdeka yang dapat diintegrasikan dengan literasi sains dan lingkungan sekitar (etnosains). Tujuan penelitian ini untuk mengetahui kelayakan produk, kepraktisan, dan keefektifan dalam meningkatkan kemampuan literasi sains siswa setelah menggunakan produk modul IPAS berbasis etnosains. Penelitian ini melibatkan guru dan 26 siswa kelas V SD Muhammadiyah 3 Surabaya. Desain penelitian yaitu R & D, terdiri dari observasi potensi dan masalah, pengumpulan data, desain produk, validasi desain, revisi produk, uji coba produk, revisi produk, uji coba pemakaian, revisi produk, dan produksi masal. Akan tetapi peneliti hanya menggunakan 9 dari 10 tahap, dikarenakan keterbatasan waktu dan biaya. Hasil penelitian menunjukkan bahwa (1) Produk dinyatakan sangat valid dengan skor 93%, diperoleh dari ahli materi dan ahli desain (2) Produk dinyatakan sangat praktis, dengan skor 98%, diperoleh dari respon guru dan siswa serta observasi (3) Produk dinyatakan sangat efektif dengan skor Cohen’s Size Effect senilai 1,13 atau 86%. Seluruh masukan dari penilaian para ahli, guru, dan siswa digunakan sebagai bahan evaluasi modul supaya lebih baik. Dengan demikian dapat disimpulkan bahwa modul IPAS berbasis etnosains tersebut dapat digunakan dalam pembelajaran dikelas.
Kata Kunci: Modul, Etnosains, Literasi Sains, IPAS, SD.
Abdul Muizz, Development of Ethnoscience-Based Science Module to Improve Science Literacy of Elementary School Students, Thesis, Surabaya, Faculty of Education, Surabaya State University. 2024.
Science learning as learning that aims to develop the ability to think and care for the environment, especially in an independent curriculum that can be integrated with science literacy and the surrounding environment (ethnoscience). The purpose of this study was to determine the feasibility of the product, practicality, and effectiveness in improving students' science literacy skills after using ethnoscience-based science module products. This study involved sains teacher and the fifth grade students of SD Muhammadiyah 3 Surabaya. Research design, namely R & D, consists of observation of potential and problems, data collection, product design, design validation, product revision, product trial, product revision, usage trial, product revision, and mass production. However, researchers only used 9 of 10 step, due to time and cost constraints. The results showed that (1) The product was declared very valid with a score of 93%, obtained from material experts and design experts (2) The product was declared very practical, with a score of 98%, obtained from teacher-student responses and observations (3) The product was declared very effective with a Cohen's Size Effect score of 1.13 or 86%. All input from the assessment of experts, teachers, and students is used as material for evaluating modules to make them better. Thus, it can be concluded that the ethnoscience-based science module can be used in classroom learning
Keywords: module, ethnoscience, science literacy, science science, elementary school.