Abstract
There are still few teachers who develop their teaching materials independently. There is also no continuity in science learning between scientific knowledge with real-life problems and local wisdom. As a result, learning is less meaningful, and students' scientific literacy skills remain low. This study aims to develop ethnoscience integrated science teaching materials based on guided inquiry that are appropriate and effective in improving students' scientific literacy. This study is development research that refers to the 4D development model. In addition to developing ethnoscience integrated science teaching materials based on guided inquiry, the researchers also developed syllabus, lesson plan, and students' scientific literacy instrument. The data collection technique used a validation sheet by three expert lecturers who are competent in their fields to measure the feasibility of the teaching materials. The scientific literacy instrument used multiple-choice questions. The data analysis technique used the validation percent index and the N-gain test to determine the increase in scientific literacy. Thi study obtained: 1) ethnoscience integrated science teaching materials (90); 2) syllabus (93); 3) lesson plan (90); and 4) scientific literacy instrument (90) with very valid and valid criteria; and revealed that 5) ethnoscience integrated science teaching materials can improve students' scientific literacy, as evidenced by the average score obtained by three schools with high improvement criteria. To summarize, this ethnoscience integrated science teaching materials based on guided inquiry are feasible and effective to be applied and implemented in learning to improve students' scientific literacy.
Highlights
The development of teaching materials is one of the processes that need to be considered [1]
RESULT AND DISCUSSION Ethnoscience integrated science teaching materials based on guided inquiry attempt to create environments that encourage learning by connecting culture and science material packaged in ethnoscience
This study successfully developed ethnoscience integrated science teaching materials based on guided inquiry to improve students' scientific literacy
Summary
The development of teaching materials is one of the processes that need to be considered [1]. Teachers have not developed teaching materials, and students are still focused on textbook concepts, so the objectives of contextual learning, which is learning in the context of the students' real world, have not been met. Teachers still have a hard time connecting real-world scientific concepts to the material they're teaching This learning pattern does not adequately describe 21st-century learning because it does not fully cover aspects of scientific literacy. According to [9], in ethnoscience learning, students connect the subject matter studied with the context in their lives and the relationship with science and technology so that education in schools is informative and practical and helpful in students' lives. The validators are required to provide assessments and general suggestions on the developed ethnoscience integrated science teaching materials based on guided inquiry, including whether the teaching materials created are valid. Data analysis was used to determine the effectiveness of science teaching materials developed using the N-Gain test
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