Implementation of ethnosains in science learning in madrasah ibtidaiyah

Nur Aisyah; Husnul  Khotimah

doi:10.29407/jpdn.v8i2.19135

Authors

Nur Aisyah Universitas Nurul Jadid
Husnul Khotimah Universitas Nurul Jadid

DOI:

https://doi.org/10.29407/jpdn.v8i2.19135

Keywords:

Ethnoscience, Science Learning, Madrasah

Abstract

The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.

Downloads

Download data is not yet available.

References

Andayani, Y., Anwar, Y. A. S., & Hadisaputra, S. 2021. Pendekatan Etnosains dalam Pelajaran Kimia Untuk Pembentukan Karakter Siswa: Tanggapan Guru Kimia di NTB. Jurnal Pijar Mipa, 16(1), 39–43. https://doi.org/10.29303/jpm.v16i1.2269

Anggraeni, P., & Akbar, A. (2018). Kesesuaian rencana pelaksanaan pembelajaran dan proses pembelajaran. Jurnal Pesona Dasar, 6(2).

Anshori, I. 2017. Penguatan Pendidikan Karakter di Madrasah. Halaqa: Islamic Education Journal, 1(2), 63-74., 1(2), 63–74. https://doi.org/10.1016/j.addr.2018.07.012%0Ahttp://www.capsulae.com/media/Microencapsulation - Capsulae.pdf%0Ahttps://doi.org/10.1016/j.jaerosci.2019.05.001

Damayanti, C., Rusilowati, A., & Linuwih, S. (2017). Journal of Innovative Science Education Pengembangan Model Pembelajaran IPA Terintegrasi Etnosains. Journal of Innovative Science Education, 6(1), 116–128.

Dinissjah, M. J., Nirwana, N., & Risdianto, E. (2019). Penggunaan Model Pembelajaran Direct Instruction Berbasis Etnosains Dalam Pembelajaran Fisika Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa. Jurnal Kumparan Fisika, 2(2), 99–104. https://doi.org/10.33369/jkf.2.2.99-104

Fitriyani, N. (2019). Pengembangan Media Pembelajaran Audio-Visual Powtoon Tentang Konsep Diri Dalam Bimbingan Kelompok Untuk Peserta Didik Sekolah Dasar. Jurnal Tunas Bangsa, 6(1), 104–114.

Hadi*, W. P., Munawaroh, F., Rosidi, I., & Wardani, W. K. (2020). Penerapan Model Pembelajaran Discovery Learning Berpendekatan Etnosains untuk Mengetahui Profil Literasi Sains Siswa SMP. Jurnal IPA & Pembelajaran IPA, 4(2), 178–192. https://doi.org/10.24815/jipi.v4i2.15771

Jannah, S. R., & Aisyah, N. (2021). Strategi Pembelajaran Kooperatif (Cooperative Learning) Guru Pendidikan Agama Islam (Pai) Dalam Meningkatkan Kemampuan Hasil …. TA’LIM: Jurnal Studi Pendidikan Islam, 4(1), 42–59. http://www.e-jurnal.unisda.ac.id/index.php/talim/article/view/2181

Mulyani, T., & Armiati, A. (2021). Efektivitas Penggunaan Ensiklopedia Berbasis Teknologi Sebagai Sumber Belajar di Sekolah Menengah Atas (SMA): Literature Review. Jurnal Ecogen, 4(2), 293. https://doi.org/10.24036/jmpe.v4i2.11164

Muzianah, Si. (2017). Upaya Guru Dalam Menginternalisasikan Nilai–Nilai Pendidikan Agama Islam Bagi Pembentukan Akhlakul Karimah Di Sdit As Sunnah Kota Cirebon. OASIS: Jurnal Ilmiah Kajian Islam, 2(1), 66.

Negeri, G. S. (2016). Guru Profesional dan Pembelajaran Bermakna. Jurnal BAPPEDA, 2(1).

Nuralita, A. (2020). Analisis penerapan model Pembelajaran berbasis etnosains dalam pembelajaran tematik SD. MIMBAR PGSD Undiksha, 4(1), 1–8.

Nuralita, A., & Reffiane, F. (2020). Keefektifan Model PBL Berbasis Etnosains Terhadap Hasil Belajar. MIMBAR PGSD Undiksha, 8(3), 457–467. https://ejournal.undiksha.ac.id/index.php/JJPGSD/article/view/28185

Okwita, A., & Sari, S. P. (2019). Eksistensi Permainan Tradisional Egrang pada Masyarakat Monggak Kecamatan Galang Kota Batam. HISTORIA: Journal of Historical Education Study Program, 4(1), 19–33.

Parmin, P., dkk. (2017). Science integrated learning model to enhance the scientific work independence of student teacher in indigenous knowledge transformation. Jurnal Pendidikan IPA Indonesia, 6(2), 365–372.

Pertiwi, U. D., & Firdausi, U. Y. R. (2019). Upaya meningkatkan literasi sains melalui pembelajaran berbasis etnosains. Indonesian Journal of Natural Science Education (IJNSE).

Pertiwi, U. D., & Rusyda Firdausi, U. Y. (2019). Upaya Meningkatkan Literasi Sains Melalui Pembelajaran Berbasis Etnosains. Indonesian Journal of Natural Science Education (IJNSE), 2(1), 120–124. https://doi.org/10.31002/nse.v2i1.476

Puspasari, A., Susilowati, I., Kurniawati, L., Utami, R. R., Gunawan, I., & Sayekti, I. C. (2019). Implementasi Etnosains dalam Pembelajaran IPA di SD Muhammadiyah Alam Surya Mentari Surakarta. SEJ (Science Education Journal), 3(1), 25–31. https://doi.org/10.21070/sej.v3i1.2426

Rahmawaty, D., Nadiroh, N., Husen, A., & Purwanto, A. (2021). Merajut Sebagai Kegiatan Baru Untuk Terapi Mengurangi Kecemasan Selama Masa Pandemi Covid. Jurnal Review Pendidikan Dan Pengajaran, 4(1), 107–113. https://doi.org/10.31004/jrpp.v4i1.1853

Rubiyanto. (2013). Penelitian Pendidikan Untuk Mahapeserta didik Pendidikan Guru Sekolah Dasar. In Surakarta: Universitas Muhammadiyah Surakarta Press.

Saputro, M. N. A., & Pakpahan, P. L. (2021). Mengukur Keefektifan Teori Konstruktivisme dalam Pembelajaran. JOEAI: Journal of Education and Instruction, 4(1), 24–39.

Sari Kardi, I., & Eko Nopiyanto, Y. (2020). Penerapan aktivitas fungsional rekreasi pada masa new normal untuk menjaga kesehatan lanjut usia The implementation of recreational functional activities in the new normal to maintain the health of the elderly. Pengabdian Dan Bakti, 1(1). https://ejournal.stikesmuhgombong.ac.id/index.php/EMPATI

Satria, T. G., & Egok, A. S. (2020). Pengembangan Etnosains Multimedia Learning Untuk Meningkatkan Kognitif Skill Siswa Sd Di Kota Lubuklinggau. Jurnal Basicedu, 4(1), 13–21. https://doi.org/10.31004/basicedu.v4i1.382

Shawmi, A. N. (2016). Analisis pembelajaran sains madrasah ibtidaiyah (MI) dalam kurikulum 2013. TERAMPIL: Jurnal Pendidikan Dan Pembelajaran Dasar, 3(1), 121–144.

Warsah, I., & Uyun, M. (2019). Kepribadian pendidik: telaah psikologi islami. Psikis: Jurnal Psikologi Islami, 5(1), 62–73.

Yuliana, I., Cahyono, M. E., Widodo, W., & Irwanto, I. (2021). The effect of ethnoscience-themed picture books embedded within contextbased learning on students’ scientific literacy. Eurasian Journal of Educational Research, 2021(92), 317–334. https://doi.org/10.14689/ejer.2021.92.16

Zubaidah, S. (2016). Keterampilan abad ke-21: Keterampilan yang diajarkan melalui pembelajaran. Seminar Nasional Pendidikan, 2(2), 1–17.