MANOVA Test Research Articles

Jordanian EFL Students' Views on the Impact of Online Learning on Their Academic Achievement and Self-Motivation

The research aims to explore Jordanian EFL students' views on the impact of online learning on their academic achievement and self-motivation. The study involved 1776 EFL participants from Al-Zaytoonah, Isra, and Middle East Universities in the academic year 2023-2024, out of which 388 were chosen randomly for sampling. Data gathering was facilitated through a validated survey, distributed both digitally via Google Forms and in printed forms. Collected responses were organized in Excel for analysis. The analysis process involved evaluating the data, focusing on participant demographics, and using frequency and percentage metrics. Both academic performance and self-motivation dimensions were evaluated through mean values, standard deviations, and the MANOVA test. The initially used 5-point Likert scale was restructured into three categories: low, moderate, and high. The results indicate a middle-range influence on the investigated domains, with academic performance taking a slight lead. Key influencing factors identified were gender and GPA. The effect of online learning on student outcomes was diverse, positively impacting collaboration, preparedness, and overall performance but showing limitations in areas like time management and assignment submission. Even though students expressed contentment in collaborative areas, the research highlighted gaps in intrinsic motivation and perceived relevance of tasks.

INFLUENCE OF TARGET POSITION ON EYE MOVEMENT IN NAVIGATIONAL AND INFORMATIVE TASKS: REINTERPRETATION OF DATA

The main objective of this study is to understand how the target’s position influences eye movement in navigational and informative tasks. The study included 20 university students, 13 females and 7 males, aged between 18 and 44. Participants answered a socio-demographic questionnaire and performed two tasks: navigational and informative. Linear combinations of dependent variables were performed through the MANOVA (2x2) test, which maximized the differences between several conditions of the independent variables. The results indicate that the target’s position in the navigational task significantly influences the eye movement of university students. Additionally, the individual’s position influences eye movement in both navigational and informative tasks. It is concluded that both the target’s position and the individual’s position determine eye movement factors during navigational and informative tasks, highlighting the importance of considering these variables in studies of visual perception and human-computer interaction.

The Influence of Problem-Based Learning Model Assisted by PhET Media on Critical Thinking Skills and Physics Learning Outcomes of High School Students

This study aims to test the effect of problem-based learning model assisted by PhET media on critical thinking skills and physics learning outcomes of high school students. The type of research used is a Quasi experiment twith a pretest posttest control group design. The population in this study were all students of class XI of SMA Negeri 5 Mataram. The research sample used class XI 3 as many as 32 people as the experimental class and class XI 2 as many as 32 people as the control class. The experimental class was given treatment using a problem-based learning model assisted by PhET media and the control class used a conventional model. The test instrument used 5 descriptive questions to measure critical thinking skills and 6 questions to measure students' physics learning outcomes. The hypothesis test used in this study was the manova test. The results of the hypothesis test showed a significance value of 0.007 less than 0.05, so H_0 was rejected and H_a was accepted. Based on these results, it was concluded that there was an effect of the problem-based learning model assisted by PhET media on critical thinking skills and physics learning outcomes of high school students.

Development of IBSC (Investigation Based Science Collaborative) Based Student Worksheet on Human Respiratory System to Improve Science Literacy and Collaboration Skills of Grade XI Students

In the 21st century, students need to have scientific literacy abilities and collaborative skills in order to be able to compete in this era. This study aims to knowing the validity, the practicality and to determine the effectiveness of IBSC (Investigation Based Science Collaborative) based student worksheet used as teaching materials on human respiratory system to improve student’s science literacy skills and collaboration skills. This development research was conducted using the ADDIE model and the data analysis used was the Manova test. The results of the study are the student worksheet is declared valid for use in the process of learning activities with an average validation score in the good category. Its also received a score in the very good category in terms of readability and practicality. The Manova test results showed a Sig. 0.000 with N-Gain values are 60.57 and 62,58 in fairly effective catefory which means there is a significant difference in the science literacy skills and collaboration skills of students who using and not using IBSC (Investigation Based Science Collaborative) based student worksheet.

Development of E-Module in Problem-Based Learning (PBL) on Biotechnology Material to Increase Learning Independence and Understanding of Concepts for Class XII SMA Students

The aim of this study are determine the feasibility of developing an e-module in problem-based learning (PBL) with the flipped classroom learning method on biotechnology material to increase students' learning independence and understanding of concepts; determine the practicality of developing e-modules in problem-based learning (PBL) using the flipped classroom learning method for biotechnology material to increase students' learning independence and understanding of concepts; determine the effectiveness of e-module development in problem-based learning (PBL) using the flipped classroom learning method for biotechnology material to increase students' learning independence and understanding of concepts. The results of this research indicate that the e-module in problem-based learning (PBL) with the flipped classroom learning method is stated: very suitable for use based on the assessment of material experts with a value of 3.8 conversion 95 with a very feasible category and the assessment of media experts with a value 4.00 100 conversions with very decent category; very practical to use based on the results of the Biology Teacher's assessment with a score of 4.00 conversion 100 in the very feasible category and student assessment with a score of 3.87 conversion 97 in the very practical category; is effectively used to increase learning independence and conceptual understanding of phase F students based on the MANOVA test p < 0.05. The development of an e-module in problem-based learning (PBL) using the flipped classroom learning method on biotechnology material is feasible, practical and effective to use.

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p < 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p < 0.001; grammar, F = 15.78, p < 0.001; and reading comprehension, F = 18.93, p < 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p < 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p < 0.001; grammar, F = 15.78, p < 0.001; and reading comprehension, F = 18.93, p < 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.

Comparison of professional competency and anxiety of nursing students trained based on two internship models: a comparative study

BackgroundImproving the professional competency of nursing students during the internship is critical. This study aimed to compare the professional competency and anxiety of nursing students trained based on two internship models.MethodsThis is a two-group posttest-only quasi-experimental design study. One hundred nursing students who passed internship models A (a previous internship model) and B (an intervention with more educator support and a more planned and programmed process) were randomly enrolled in this study. Internship model groups A and B were conducted for the students in semesters 7 and 8. The outcomes assessed in both groups were “The Competency Inventory for Registered Nurses” and Spielberger “State-Trait Anxiety Inventory”. T-test and MANOVA were used to analyze the data.ResultsThe mean scores of competency were 134.56 (SD = 43.23) and 160.19 (SD = 35.81) for the nursing students in the internship model groups A and B, respectively. The mean scores of nursing students’ anxiety were 92.14 (SD = 15.36) and 80.44 (SD = 18.16) in the internship model groups A and B, respectively. MANOVA test showed a significant difference between the groups regarding professional competency (F = 10.34, p = 0.002) and anxiety (F = 11.31, p = 0.001).ConclusionsThe internship model group B could improve the professional competency of nursing students to a great extent and they experienced mild anxiety; it is suggested that this intervention should be done for nursing students. Conducting more studies to evaluate the effect of this model on the nursing students’ competency and anxiety after graduation and as a novice nurse is suggested.

Effects of combining thoracic lymphatic pump technique and exercises on patients with chronic mechanical low back pain

Purpose. The study aimed to compare the effects of combining thoracic lymphatic pump technique (TLPT) and exercises versus exercises alone on pain intensity, lumbar spine mobility, and functional disability in patients with chronic mechanical low back pain (CMLBP), the second most common orthopedic condition. Methods. Fifty-two CMLBP patients, whose mean age was 25 years, were classified into 2 equal groups randomly. Group (A) received exercises (hamstring stretching, lower back stretching, abdominal strengthening, and trunk extensor strengthening). Group (B) received the same exercises plus the thoracic lymphatic pump technique. Both groups received 12 sessions on nonconsecutive days. All patients were evaluated using the Visual Analogue Scale (VAS) for pain intensity, the Modified-Modified Schober test (MMST) for lumbar mobility (flexion-extension), and the Oswestry Disability Index (ODI) for functional disability. Assessments were performed prior to and after the end of treatment. For data analysis, the unpaired t-test, chi-squared test, and mixed MANOVA test were used. Results. The study found significant improvements in pain intensity, lumbar mobility (flexion, extension), and functional disability in both groups (P < 0.05), with no significant difference in pain intensity or lumbar spine mobility. However, group (B) had a statistically significant advantage in functional disability (P < 0.05). Conclusion. The addition of the thoracic lymphatic pump technique to therapeutic exercises significantly enhances pain, lumbar spine mobility, and functional abilities in CMLBP patients than therapeutic exercises alone.

Development of Etno-STEM Integrated Bioentrepreneur Electronic LKPD PjBL on Technology Innovation Material to Improve Creative Thinking Abilities and Entrepreneurial Interests of High School Students

This development research aims to produce an ethno-STEM integrated PjBL bioentrepreneur electronic worksheet that is feasible, practical and effective for use in improving creative thinking abilities and entrepreneurial interest. This type of research is Research and Development R&D with the ADDIE model (Analysis, Design, Development, Implement, and Evaluate). The subjects in this research were expert lecturers, teachers and students. The instruments in this research are interview instruments, needs questionnaires, feasibility questionnaires, practicality questionnaires, learning implementation sheets, teaching module validation questionnaires, test instruments, and entrepreneurial interest questionnaires. The instrument will be validated by experts and then tested. Data analysis using Manova and N-gain score tests. The results of this research show that the ethno-STEM integrated bioentrepreneur PjBL electronic worksheet is very feasible with a feasibility score for material experts of 84% and media experts of 94%, very practical with a practicality score for teachers of 100% and students of 89%, and effective as seen from The N-gain test value for creative thinking ability for the experimental class was 0.57 and the control class was 0.47 in the medium category and the N-gain test for entrepreneurial interest in the experimental class was 0.40 and the control class was 0.30 in the medium category. The Manova test obtained sig. hotteling's trace 0.00 < 0.05. The results of the Manova and N-gain tests show that the ethno-STEM integrated bioentrepreneur PjBL electronic LKPD is effective in increasing creative thinking abilities and entrepreneurial interest

Influence analysis of room division employee job training on service quality, guest satisfaction and returning interest at PT. Baleka Selaras Mandiri

This research aims to analyze the effect of work training for room division employees at PT. Baleka Selaras Mandiri regarding service quality, guest satisfaction and interest in returning. This research is a quantitative research type. Data collection was carried out through distributing questionnaires at three PT properties. Baleka Selaras Mandiri namely Baleka Resort & Spa, Villa Tukad Alit Kerobokan and The Tukad Villa Seminyak. The total number of respondents in this study was 100 respondents. The collected data was then tested for reliability and validity, and the results showed that the data was reliable and valid so that it could be used in further analysis. Hypothesis testing was carried out by the Manova test and the results obtained were that the Sig. < 0.05. These results show that work training has a positive and significant effect on service quality, work training has a positive and significant effect on guest satisfaction, and work training has a positive and significant effect on interest in returning.

Enhancing Professionalism in Nurse Anesthesia Education: A Randomized Controlled Trial of Multi-Source Feedback

Background: Professionalism is defined as a set of knowledge, skills, moral values, and personal and group identity that affect the quality of providing care to patients. Objectives: This study aimed to investigate the effect of Multi-Source Feedback (MSF) on the professionalism level of nurse anesthesia students. Methods: This study was a randomized controlled trial adopting a pre-test/post-test design and involved a sample of 46 third- and fourth-year nurse anesthesia students selected using the census method (27 females and 19 males with a mean age of 20.91). They were divided equally into two groups of 23 each. Students in the intervention group received MSF during the 3-month period of their academic semester. At the end of each month, they were evaluated by 3 external evaluators, including an anesthesiologist, a nurse anesthetist, and a nurse anesthesia instructor, using a researcher-made checklist. In addition to the mentioned evaluators, the students performed self-evaluation using the Professional Self-description Form (PSDF). Based on the scores of the evaluators, the necessary feedback was given to the students online and offline. Meanwhile, the students in the control group received routine training and feedback during the internship. The data were analyzed using the repeated measures MANOVA test. Results: The intervention group consistently scored higher in professionalism than the control group. Over time, the gap between the two groups increased, with the intervention group achieving significantly higher improvement (P < 0.001). In the intervention group, the mean scores obtained from all evaluators including the nurse anesthesia instructor, the nurse anesthetist, the anesthesiologist, and self-evaluation were 62.43 ± 3.86, 63.13 ± 4.67, 61.26 ± 3.94 and 80.91 ± 6.86 at baseline, which rose to 87.52 ± 6.04, 88.69 ± 6.37, 83.00 ± 7.33 and 101.82 ± 5.59, respectively (P < 0.001). Specifically, the two groups experienced an upward trend in terms of the MSF score, yet the control group displayed a slight increase, while the intervention group demonstrated a significantly steeper rise. Intergroup effect tests consistently revealed that across all evaluators, the intervention group outperformed the control group (P < 0.001). Conclusions: The multi-source evaluation process had a statistically significant effect on the level of professionalism of nurse anesthesia students. It is possible to benefit from integrating this method with other evaluation methods in future studies.

Development of Science Teaching Materials Integrated with Islamic Values to Improve Science Learning Outcomes

The aims of the research were to develop instructional materials for science integrated with Islamic values, to determine the appropriateness and the effectiveness of the developed product for increasing learning output. Science learning output is consisting of attitude (religious attitudes and positive attitudes toward science) and learning achievement. This research is Research and Development (R&D) using the Borg & Gall model. Data analysis techniques using gain score, independent t-test, and MANOVA test. Instructional materials in the form of MTs student books and MTs teacher books. Product assessment of the MTs student books according to matter experts and media experts are categorized "very well". The MTs teacher books according to matter experts are categorized "good", and according to media experts are categorized "very well". Learning to use student books showed that religious attitudes had risen high (the mean gain score was 0.70), positive attitudes towards science had risen middle (the mean gain score was 0.57), and science learning achievement had risen middle (the mean gain score was 0.55). MANOVA test showed that Sig value is 0.00.

Embracing the Promise of Open Educational Resources: Faculty Insights and Implications in Higher Education

This study examines faculty perceptions, awareness, and utilization of Open Educational Resources (OER) in higher education and identifies barriers hindering their adoption. The research encompasses multiple perspectives, including demographic information, teaching practices involving technology, familiarity and opinions regarding OER, types of OER utilized by faculty, ease of searching for OER, a comparison between open and traditional resources, intentions to use OER in the future, and factors deterring the adoption of OER. The study employed a quantitative approach using an online survey questionnaire to gather data. A random sample of faculty members from the University of Jeddah in Saudi Arabia was recruited (n = 139). Using descriptive and MANOVA tests, the findings highlight a preference for blended teaching styles, significant awareness of OER, ease in searching for OER, and a strong intention to use OER in the future. The results emphasize the importance of addressing concerns related to institutional support, intellectual property policies, recognition of contributions, and creating a supportive environment to enhance faculty engagement with OER. The study implications suggest comprehensive and targeted approaches to support faculty members in adopting and utilizing OER effectively, including promoting gender equity, enhancing ease of adoption, considering workload impact, recognizing differences based on teaching experience, tailoring support based on teaching style, and actively promoting the benefits and opportunities of OER.

Comparative Analysis of Pra-Post Merger and Acquisition Financial Performance Reviewed From EVA, MVA and Financial Ratio Methods (Empirical Study of Non-Financial Sector Companies Listed on the IDX for the Period 2015-2020)

This study aims to compare the pre-post M&A financial performance of non-financial companies listed on the Indonesia Stock Exchange (IDX) in the 2-year period before mergers and acquisitions (M&A), in the year of M&A, and 2 years after M&A. Performance was measured using Economic Value Added (EVA), Market Value Added (MVA), and financial ratios. The research sample consisted of 22 companies selected by purposive sampling, and secondary data were analyzed from financial statements. Partial analysis was conducted with the Wilcoxon Sign Test because the data was not normally distributed, while simultaneous analysis used the MANOVA test with the STATA version 17 application. The results of simultaneous testing showed no significant difference in financial performance between before and after M&A. However, partial test results found significant differences in MVA variables in the period 2 years before, 1 and 2 years after M&A, as well as in the year of M&A. In addition, the ROA variable also shows significant differences in the 2-year period before, 1 and 2 years after M&A. However, the effect of M&A on MVA and ROA variables tends to be negative.

Pengaruh Penggunaan Media Audio Visual terhadap Motivasi dan Hasil Belajar Peserta Didik tentang Materi Daur Hidup Hewan

The very rapid development of science and technology currently requires a country to improve the quality and quality of education in order to be able to compete with countries in the world. One way is to require learning in schools to be in line with developments in science and technology. It is hoped that the application of technology in the learning process can provide greater convenience, independence and interest for students in providing learning materials. This research aims to determine the effect of using audio-visual media on students' motivation and learning outcomes regarding animal life cycle material. The research method used is a quasi-experimental research method with a nonequivalent control group design, where the experimental class is taught with audio-visual media while the control class is taught with a conventional learning model. The research population was all class III students, with sampling using a purposive sampling technique and the research samples were obtained, namely class III OB, totaling 20 students as the control group and class III OD, totaling 20 students, as the experimental group. The research instruments used were learning motivation questionnaires and learning outcomes tests. The questionnaire data analysis technique used is validity and reliability tests, while the test data is tested for validity, reliability, level of difficulty and differentiability of questions. To test the hypothesis, prerequisite tests were carried out using homogeneity and normality tests. After that, hypotheses 1 and 2 were tested using the independent t test, while hypothesis 3 used the MANOVA test. Based on the research that has been carried out, the results obtained are 1) there are differences in student learning outcomes in classes that use learning with audio-visual media, 2) there are differences in the learning motivation of students in classes that use learning with audio-visual media, and 3) there is the influence of media audio visuals on student motivation and learning outcomes.

The Relationship Between Leisure Involvement, Flow Experience, and Life Satisfaction Levels of Fitness Center Members

The aim of this study was to compare the leisure involvement, flow experience, and life satisfaction levels of fitness center members according to the gender and physical activity participation frequency variables. At the same time, the correlations between leisure involvement, flow experience and life satisfaction were identified. The research included a total of 309 fitness center members comprising 147 women and 162 men. Participants responded to the Leisure Involvement Scale, Recreational Flow Experience Scale and Satisfaction with Life Scale. Analysis of data used descriptive statistics, t test, ANOVA, MANOVA, correlation and regression tests. According to physical activity participation frequency, the leisure involvement subdimensions, flow experience and life satisfaction mean scores were identified to differ at significant levels (p0.05). For the variables with significant difference identified, fitness center members participating in weekly physical activity more often had higher mean scores compared to others. Correlation analysis results found significant and positive levels of correlation between leisure involvement, flow experience and life satisfaction mean scores (p0.05). According to the results of regression analysis, leisure involvement was a significant predictor of flow experience and life satisfaction. In conclusion, individuals participating in physical activity more frequently had an increase in leisure involvement levels, along with increases in flow experience and life satisfaction levels. Based on this, leisure involvement played a determinative role in the flow experience and life satisfaction levels of fitness center members who are regularly physically active.Keywords: Flow Experience, Leisure Involvement, Life Satisfaction.

The Effect of Process Oriented Guided Inquiry Learning (POGIL) Integrated Flipped Classroom on Problem Solving Ability and Self-Efficacy of High School Students on Thermochemistry Material

This research aims to determine problem solving ability and self-efficacy simultaneously and respectively of students instructed using Process Oriented Guided Inquiry Learning (POGIL) integrated flipped classroom and the effective contribution. This research is a quasi-experiment with posttest only control group design. The population in this study includes all students of class XI MIPA in senior high school in Mandau Subdistrict. The research samples were taken using cluster random sampling. The research was carried out at SMAN 2 Mandau. The research instruments are essay questions of problem-solving ability and self-efficacy questionnaires. The data analysis used the MANOVA test with Hotteling's Trace test. The result of the research showed that there are significant differences in problem solving ability and self-efficacy simultaneously and respectively of students instructed using Process Oriented Guided Inquiry Learning (POGIL) integrated flipped classroom with a scientific approach on thermochemistry material and the effective contribution toward problem solving ability and self-efficacy simultaneously on thermochemistry material is 11.50%, problem solving ability 11.30% and self-efficacy 4.80%.

The Effectiveness of Integrating Jayapura’s Local Wisdom to Students' Science Process Skills and Conceptual Understanding of Physics

Students who live in dominant customs and culture in their daily lives sometimes experience obstacles when studying physics at school. This research aims to integrate local wisdom and local potential that exist in the Jayapura community in physics lessons and see its impact on students' science process skills and conceptual mastery. The research method used in this research is quantitative with a Quasi-Experimental research type with a Non-equivalent Control Group Design. Data collection techniques used test instruments and learning observations. The instrument used in data collection was test. Data analysis used N-gain analysis and Manova test using SPSS program. The subjects in this research were class XI students from three public high schools in Jayapura City who were selected using purposive sampling technique. The research results showed that the integration of local wisdom and local potential of the Jayapura Community had a positive impact on the experimental class and there was a significant increase in N-gain. Furthermore, the Manova test results showed that there were differences in science process skills and concept mastery between the experimental class and the control class. Furthermore, educators can develop E-LKPD based on the local wisdom of the Jayapura community to accommodate the use of technology in learning and preserve the local culture of the community.

Ethnopedagogy-based Thematic Modules to Improve the Understanding and Cultural Literacy of Elementary School Students

The decline in students' local cultural knowledge and the decline in the level of understanding of students' concepts in thematic learning are problems that need to be overcome. This study aimed to develop a thematic learning module based on ethnopedagogy to enhance understanding and cultural literacy of the fifth-grade elementary school students. This research utilized an R&D method adopting the ADDIE model, which consisted of five stages (Analysis, Design, Development, Implementation, and Evaluation). The instrument used to collect data in this study was a questionnaire. This questionnaire was given to several experts, such as the design experts, material experts, and language experts, to see the feasibility of the module as well as the teachers’ and students’ responses to see the practicality of the module. Then, a test and a questionnaire were administered to examine the effect of the ethnopedagogy-based thematic learning module on students' understanding and cultural literacy. The data were then analyzed both qualitatively and quantitatively. Furthermore, the effectiveness of the module was analyzed using Multivariate Analysis of Variance (Manova). This study suggested that the ethnopedagogy-based thematic learning module fulfilled the very feasible criteria with an average score of 93.61% from the design validator, 93.26% from the material validator, and 91% from the language validator. Furthermore, from the response given by the teachers, a score of 92.65% was obtained with a very attractive category. Then, the small-scale trial conducted on students obtained a score of 96.67% with a very attractive category. Apart from that, the thematic learning module based on ethnopedagogy was also able to improve the understanding and cultural literacy of the fifth-grade elementary school students, as proven by the results of the product effectiveness test using the Manova test which obtained a significance value of 0.00 < 0.05.