Open AccessIntegrating Inquiry Based Learning and Ethnoscience To Enhance Students’ Scientific Skills and Science Literacy
Author(s) -
Purwanti Widhy Hastuti,
Wita Setianingsih,
Eko Widodo
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1387/1/012059
Subject(s) - scientific literacy , mathematics education , test (biology) , literacy , psychology , science education , pedagogy , biology , paleontology
Since the indigenous knowledge of factual events in the scientific materials is often doubtful, it arises awareness for science investigation through integration of Inquiry Based Learning (IBL) and ethnoscience. This research is to reveal the effectiveness of Inquiry Based Learning (IBL)integrated with ethnoscience to enhance the students’ scientific skills and science literacy. This study used quasi-experimental research with implementation of pretest and posttest. The research samples were 64 students of the first grade junior high school in Yogyakarta. They were divided into two groups, namely experimental group with integration of IBL and ethnoscience and control group with scientific approach. The instruments were observation sheets on scientific skills and science literacy as well as of students’ cognitive test. The scientific skills and scientific literacy data were analyzed using N-Gain, while the testing data were using t-test at the level of significance of 0.05. The result of scientific skills and science literacy enhancement (N-Gain) were 0.73 and 0.69, respectively. On the other hand, the significant number of the given treatment was 0,000and the value was less than 0.05. It indicated that the integration of IBL and ethnoscience was more effective in enhancing the students’ scientific skills and science literacy than the scientific approach.