This research aims to: (1) describe the needs of students and teachers for ethnoscience-based
teaching materials to improve the Scientific Literacy skills of fourth grade
students in learning science on the topic forces, (2) develop
ethnoscience-based teaching materials to improve the Scientific Literacy skills
of fourth grade students in learning science on the topic forces, and (3) knowing
the effectiveness of ethnoscience-based teaching materials to improve the
Scientific Literacy skills of fourth grade students in learning science on the
topic forces.
This research uses the ADDIE Research and Development model. The ADDIE model in this study is divided into three stages, namely preliminary
stage (analyze), development stage (design, develop, and implement), and
testing or evaluate stage. The analysis stage used qualitative method with data from observation, interviews, questionnaires, and literature review. The data validity used triangulation and the data analysis technique uses
an interactive model by Miles & Huberman.The Design and Develop stage
applied descriptive quantitative methods by validating materials, teaching
aids, and language through expert questionnaires, adjusted to needs analysis
results. The product validation used content validation with Gregory formula and
the product moment correlation by Karl Pearson for the validity of scientific
literacy test instrument. Implementation was conducted in two phases namely limited and
extensive trials using
pretest-posttest of students scientific literacy, interviews, and response
questionnaires. The Evaluate stage applied a quasi-experimental method with
scientific literacy tests.
The results of the study show that: (1) teachers and students need
ethnoscience-based teaching materials in science learning link to local culture in
Sukoharjo Regency so that learning is
related to students daily lives, inquiry-based,
and technology; (2) the developed teaching materials
in grade IV elementary school forces materials have been prepared according to the
indicators of good teaching materials associated with Javanese ethnoscience in
Sukoharjo Regency, and accommodate scientific literacy, and feasible for use; and (3) effectiveness test stated
that the ethnoscience-based teaching materials was effective in improving
students' scientific literacy. The literacy indicators assessed are explain scientific phenomena, evaluate and design scientific
investigation, and interpret scientific data and evidence. The conclusion of this study
is ethnoscience-based teaching materials are quite effective in improving
students' scientific literacy in grade IV The Sekolah
Penggerak Program in force
materials. The implication of this research is that this development product
can be used
as teaching material to stimulate the improvement of students' scientific
literacy in science learning. The product developed can still be developed by
being associated with a learning model that is suitable for learning science
and other materials.
