Ethnoscience-Based E-Modules in Improving Natural Science Learning Outcomes in Junior High School
Abstract
Background: This study aims to evaluate the effectiveness of ethnoscience-based e-modules in improving Natural Sciences (IPA) learning outcomes at the junior high school level.
Methods: The research design used was a quasi-experiment with pretest-posttest, involving two groups, namely the experimental group using ethnoscience-based e-modules and the control group using conventional learning. The research sample consisted of 60 students selected using purposive sampling. Data was collected through pretest and posttest tests that measured students' science learning outcomes before and after treatment. The data were analyzed using a t-test to test differences between groups, and an N-gain calculation to measure the rate of improvement in learning outcomes.
Results: The results showed that the experimental group experienced a significant increase in science learning outcomes, with an average N-gain value of 74.79%, while the control group only reached 45.92%. The t-test showed a significant difference between the two groups (p<0.05).
Conclusion: The implications of this study show that ethnoscience-based e-modules can increase students' understanding of science materials, as well as increase students' motivation and involvement in learning. Ethnoscience-based e-modules can be an effective alternative in science learning in junior high school.
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