Atika Anggraini, Fadilla Eka Prassastie, Hana Talia Novia Salani, Farisa Aina Fahma, Àdnan Rahman, Ardiana Fatma Dewi

Development of Ethnoscience Based Science Learning Module and Science Literacy for Junior High School Students

Introduction

Development of ethnoscience based science learning module and science literacy for junior high school students. Develops ethnoscience-based science learning modules for junior high school students. Enhances science literacy, critical thinking, and understanding of scientific concepts effectively.

Abstract

This research aims to develop ethnoscience-based science learning module and science literacy for grade VIII students. This module development uses the Research and Development (R&D) model by adapting the steps of the 4D model, which includes (Define, Design, Develop, Dessimination). In this study, data were collected through observation, interviews, questionnaires, and documentation. The developed module was validated by material experts, media experts, LKPD experts, and readability experts who each provided an assessment of the relevant aspects. The results of validation by material experts, media experts, LKPD experts and readability experts showed 100% feasibility. The results of student responses showed very good results of 88.10%. Students who use this module are better able to connect scientific knowledge with the context of science which is an important indicator in the ability to think critically, analytically, and creatively. The results of this study indicate that ethnoscience and science literacy-based modules are not only effective in improving understanding of material concepts, but also strengthening higher-order thinking skills that are needed in facing the challenges of today.

Review

This paper addresses a highly relevant area in science education: the development of learning modules that integrate ethnoscience with science literacy for junior high school students. The study's clear objective to develop and validate such a module for grade VIII students is commendable, aligning with contemporary pedagogical trends that emphasize contextualized learning and the development of critical thinking skills. The premise that an ethnoscience-based approach can foster a deeper connection between scientific knowledge and local cultural contexts holds significant promise for improving student engagement and understanding, thereby strengthening science education outcomes. The methodology employed, an adaptation of the 4D (Define, Design, Develop, Disseminate) model within a Research and Development framework, provides a structured approach to module creation. The inclusion of multiple validation stages, involving material, media, LKPD, and readability experts, is a strength, culminating in an impressive 100% feasibility score. This robust expert validation suggests a well-constructed and pedagogically sound module. Furthermore, the very positive student response rate of 88.10% indicates strong user acceptance and satisfaction. The abstract also highlights the module's success in enabling students to connect scientific knowledge with real-world contexts, an important indicator of improved critical, analytical, and creative thinking skills, thus addressing crucial higher-order thinking abilities. While the expert validation and student feedback are certainly positive indicators of the module's quality and acceptance, the abstract's claims regarding its effectiveness in "improving understanding of material concepts" and "strengthening higher-order thinking skills" require further substantiation. The current description primarily focuses on the development and validation phases, rather than presenting concrete evidence of learning gains or cognitive skill development. To fully support these significant conclusions, a more detailed presentation of the *results* pertaining to actual student learning outcomes, perhaps through pre- and post-test scores or specific assessments of critical thinking, would significantly strengthen the paper's impact. Elucidating how "students are better able to connect scientific knowledge with the context of science" was measured beyond self-report would also enhance the empirical rigor of the findings. These additions would transition the paper from a well-executed development study to one that robustly demonstrates its pedagogical efficacy.

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