The effect of ethnoscience-based course review horay learning towards cultural concept understanding and science process skills of the elementary school students | [NURTURE • 2023]

Author(s):

1. Wayan Mudana: Ganesha University of Education,Singaraja,Indonesia

Abstract:

This research aims to analyze the effect of the ethnoscience-based course review horay learning model on the understanding of cultural meaning understanding and science process skills of students at the elementary school level. Design/Methodology/Approach: This study is quasi-experimental in nature, with a nonequivalent post-test only control group design. The sample of this study comprised 29 students in the experimental group and 28 students in the control group, making a total sample size of 57 participants. Data was collected using a test method consisting of 10 essay items to measure cultural meaning understanding, and a questionnaire consisting of 30 statements to assess science process skills. Inferential statistical analysis and quantitative descriptive analysis were the two methods used for data analysis. Findings: The research findings showed that the ethnoscience-based course review horay learning model had a significant effect on both cultural meaning understanding and science process skills, both simultaneously and partially. This was demonstrated by a significant difference in mean values and sig value<0.05 for both cultural meaning understanding and science process skills between the experimental and control groups. Conclusion: The findings also suggested that science process skills were more strongly influenced by the ethnoscience-based course review horay model compared to the understanding of cultural meaning, which is indicated by the larger mean difference observed in the former. Therefore, it is recommended that the ethnoscience-based course review horay learning model be utilized as an innovative learning model to address the issue of low levels of both cultural meaning understanding and science process skills among elementary school students.

Page(s): 137-148

DOI: 10.55951/nurture.v17i2.253

Published: Journal: NURTURE, Volume: 17, Issue: 2, Year: 2023

Keywords:

Culture , Course review horay , Science process skills , Ethnoscience , Learning model , Concept understanding

References:

[1] Agustina P.,Saputra A.,Anif S.,Rayana A.,Probowati A. .2021 .Analysis of science process skills and scientific attitudes of Xi Ipa senior high school students in biology practicum. EduSains, 13(1) : 11015-7.

[2] Amalia F.,Putri B.,Rezkita S. .2019 .Development of interactive powerpoint-based science learning media for fifth grade students at Gondolayu State Elementary School. Trihayu: Journal of SD-An Education, 5(3) : 6122-693.

[3] Andersen T.,Watkins K. .2018 .The value of peer mentorship as an educational strategy in nursing. Journal of Nursing Education, 57(4) : 01484834-224.

[4] Aprijal A.,Alfian A.,Syarifudin S. .2020 .The effect of student learning interest on student learning outcomes at Madrasah Ibtidaiyah Darussalam Sungai Salak Tempuling District. PGMI Partners: Journal of MI Education, 6(1) : 125-91.

[5] Ardies J.,De Maeyer S.,Gijbels D. .2015 .The effect of classroom activities on students' interest and career aspirations towards technology. Australasian Journal of Technology Education, 2(1) : 30-17.

[6] Saputra H. J. .2016 .Ethnoscience learning with vision sets to improve students' process skills. Elementary School, 3 : 364-24.

[7] Setiawan A. M.,Sugiyanto A. M. .2020 .Science process skills analysis of science teacher on professional teacher program in Indonesia. Indonesian Journal of Science Education, 9(2) : 23817-247.

[8] Stone R.,Cooper S.,Cant R. .2013 .The value of peer learning in undergraduate nursing education: A systematic review. ISRN Nursing, : 1-10.

[9] Tan R. M.,Yangco R. T.,Que E. N. .2020 .Students' conceptual understanding and science process skills in an inquiry-based flipped classroom environment. Malaysian Journal of Learning and Instruction, 17(1) : 7-184.

[10] Tanti K.,Kuswanto D. A.,Wardhana U. W.,I. U. W. .2020 .Science process skills and critical thinking in science: Urban and rural disparities. Indonesian Journal of Science Education, 9(4) : 24139-498.

[11] Triyanti M.,Harmoko H.,Lestari N. .2018 .The effectiveness of the course review horay learning model on biology learning outcomes and motivation of class X SMA Negeri Jayaloka. Journal of Biology Education, 9(2) : 1605-108.

[12] Wibowo T.,Ariyatun A. .2020 .Scientific literacy skills in high school students use ethnoscience-based chemistry learning. Eduscience, 12(2) : 16382-222.

[13] Widyantari N. P. D. M.,Ayub S.,Ardhuha J. .2020 .The effect of the brain based learning model on conceptual understanding and critical thinking skills in high school physics. Journal of Physics and Technology Education, 6(1) : 1387-62.

[14] Wulandari P.,Eny Hartdiyati W. H.,Nurwahyunani A. .2018 .The effectiveness of membrane transport learning with ethnoscience on cognitive learning outcomes and entrepreneurial interest in high school students. Biomes: Scientific Journal of Biology, 7(1) : 2537-64.

[15] Yunitasari R.,Hanifah U. .2020 .The effect of online learning on students' interest in learning during the COVID 19 period. Educative: Journal of Education Sciences, 2(3) : 142-240.

[16] Zeidan A. H.,Jayosi M. R. .2014 .Science process skills and attitudes toward science among Palestinian secondary school students. World Journal of Education, 5(1) : 12-24.

Citations

Downloads

Views