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JPPIPA 10(4) (2024)
Jurnal Penelitian Pendidikan IPA
Journal of Research in Science Education
http://jppipa.unram.ac.id/index.php/jppipa/index
___________
How to Cite:
Ratnasari, D., Wazni, M. K., Suhirman, S., Yamin, M., & Muliadi, A. (2024). The Effectiveness of Ethnoscience Learning: Perception of Science
Teacher Candidates. Jurnal Penelitian Pendidikan IPA, 10(4), 2024–2031. https://doi.org/10.29303/jppipa.v10i4.7396
The Effectiveness of Ethnoscience Learning: Perception of
Science Teacher Candidates
Desi Ratnasari1, M. Khairul Wazni2*, Suhirman3, M. Yamin4, Agus Muliadi5
1Department of Biology Education, Universitas Kapuas, Sintang, Indonesia
2Department of Biology Education, Universitas Hamzanwadi, Selong, Indonesia
3Department of Biology Education, Universitas Islam Negeri Mataram, Mataram, Indonesia
4Department of Biology Education, Universitas Mataram, Mataram, Indonesia
5Department of Biology Education, Universitas Pendidikan Mandalika, Mataram, Indonesia
Received: January 15, 2024
Revised: March 10, 2024
Accepted: April 25, 2024
Published: April 30, 2024
Corresponding Author:
M. Khairul Wazni
mkhairulwazni@hamzanwadi.ac.id
DOI: 10.29303/jppipa.v10i4.7396
© 2024 The Authors. This open
access article is distributed under a
(CC-BY License)
Abstract: This study aims to explore the science teacher candidates regarding the
effectiveness of ethnoscience learning. This study is an exploratory research conducted at
the Mandalika University of Education with research subjects of 28 biology education
students. This research uses a research instrument in the form of a closed questionnaire
with answers using a Likert scale and has been validated by experts. This research data
was analyzed using quantitative descriptive statistics and inferential statistics with
independent sample t-test. The study results show that (1) The perception of prospective
science teacher students regarding the effectiveness of ethnoscience learning has an
average score of 2.98 in the Tall category, while based on gender, the average score for
male students is 3.13 with the Tall category and for women it is 2.91 with Tall category;
(2) there is no significant difference in the perceptions of male and female students
regarding the effectiveness of ethnoscience learning as evidenced by a significance value
of 0.116 which is greater than 0.05 (>0.05).
Keywords: Ethnoscience learning; Perception; Science teacher candidates.
Introduction
Education is an important part of life (Khotimah,
Reffiane & Handayani, 2022). Education is a process
systematic way to develop individual potential in
aspects of knowledge, skills and attitudes (Abdullahi,
2014; Ozturk, 2001). According to Nikolopoulou,
Abraham & Mirbagheri (2010), education can develop
individual potential holistically both cognitively,
emotionally, socially and spiritually. Learning in the
world of education can prepare students to have
multidimensional competencies to face challenges in
everyday life (Breton, 2012; Ozturk, 2001). Learning is a
process where students gain knowledge, skills and
understanding through learning experiences (Johnson,
Johnson & Smith, 2014). The learning process involves
interaction between lecturers, students, and the learning
environment which creates opportunities for students to
explore information, apply concepts, and develop new
understanding (Hmelo-Silver, 2004). The learning
process is expected to create an active and enjoyable
learning atmosphere so that students can develop their
potential (Rahmayani, 2019).
Effective learning is the hope for all educators and
students (Sartika, Efendi & Wulandari, 2021). Effective
learning is a process in which students succeed in
acquiring knowledge, skills and in-depth understanding
of a topic in an efficient and sustainable way (Ambrose
et al., 2010). According to Hattie & Timperley (2007),
effective learning can facilitate efficient learning
processes and have a positive impact on students’
understanding and retention of information. An
effective learning process can facilitate students to
participate in a series of active and enjoyable learning
activities in order to achieve the learning objectives that
have been set (Slameto, 2018; Leithwood, Sun & Pollock,
2017). This was confirmed by Prince (2004) that effective
learning does not only include understanding the
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2025
material, but also involves the use of learning strategies
that suit students’ learning styles and enable them to
develop thinking and collaboration skills. There are
various factors that influence learning effectiveness,
including the use of active learning strategies and goal-
oriented, facilitating discussion and collaboration
between students, and creating enjoyable learning
activities (Hattie & Timperley, 2007; Slavin, 2009). Thus,
every learning process must be designed to be effective
and enjoyable, including science learning for students so
that it is relevant to everyday life (Sartika, Efendi &
Wulandari, 2021).
Science learning is a process where students gain
knowledge, skills, and understanding about natural
science and how it works (Osborne, 2010). Science
learning focuses on understanding basic scientific
principles, including scientific theories, concepts and
processes (Pella & Kulo, 2005). Science is a science that
studies natural phenomena in people's lives (Khoiri &
Sunarno, 2018), so that the science learning process must
developed contextually according to the surrounding
life (Duit, 2009; Aikenhead & Jegede, 1999). Science
learning can facilitate direct experience in exploring and
applying concepts related to everyday life (Puspasari et
al., 2019; Setyowati et al., 2013). This was emphasized by
Seroto (2012) that the concept of science originates from
and refers to daily activities, thus enabling students to
think scientifically about the surrounding environment
(Listyawati, 2012). Thus, science learning can be
developed by relying on the uniqueness and potential of
a region such as local culture and traditions (Kartono,
Hairida & Bujang 2010).
Local wisdom is a characteristic of an area that
develops in the local environment from generation to
generation (Toharudin, et al., 2017). Mardianti,
Kasmantoni & Walid (2020) explain that local wisdom is
original knowledge (indigenous science) which comes
from the noble values of tradition and culture (Rahayu
et al., 2021; Ardianti, et. al., 2019; Sudarmin et al., 2019;
Setiawan, Innatesari & Sabtiawan, 2017). Science
learning that integrates indigenous science known as
ethnoscience learning (Sudarmin et al., 2019).
Ethnoscience learning is one effective approach because
the science learning process does not only understand
abstract concepts, but can provide deeper relevance and
meaning for students (Wiryanto, Agustin & Husodo,
2019; Supriyadi, Suryadi & Sutarto, 2018). According to
Sutiarso, Lestari & Prasetyo (2018), ethnoscience
learning can facilitate students to increase their
understanding of science in the context of their daily
lives. Ethnoscience learning is expected to be an effort to
preserve local traditions and culture from generation to
generation (Toharudin, et al., 2017). This was
emphasized by Kasa (2011) that ethnoscience learning
can be a structured and systematic effort to prevent the
loss of unique local traditions and culture in an area.
Ethnoscience learning is an approach that can
strengthen the relationship between scientific
knowledge with indigenous knowledge of the
community (Barton et al., 2018; Mahmud, 2011), as well
as increasing understanding and respect for cultural
diversity and knowledge (Weinstein & Schwartz, 2012).
According to Aikenhead (2001), ethnoscience learning
has been proven to be an effective approach in
increasing understanding of science as well as
promoting inclusivity and cultural diversity in science
education (Turner, et al., 2014). Ethnoscience learning
can be an effective learning approach in developing
deeper and contextual understanding of learning
material, and can increase student involvement in the
learning process (Smith & Johnson, 2017). Ethnoscience
learning can facilitate students to have a holistic and in-
depth understanding of natural or environmental
phenomena through cultural and traditional
perspectives held by the community (Maiga & Bowe,
2012). Thus, an effective ethnoscience learning process
can develop students’ deeper understanding of science
and foster an attitude of caring about local culture
(Barton et al., 2018; Lim & Loh, 2015).
Ethnoscience learning is important to apply
because it allows students to understand the
relationship between science and culture in diverse
societal contexts (Smith & Johnson, 2018). This is
supported by the research results of Muliadi et al (2023)
that biology education students at Mandalika University
of Education have a positive attitude towards
indigenous science-based science learning. This
indicates that prospective science teacher students have
views about the importance of ethnoscience learning.
According to Muliadi, Mirawati & Jannah (2021), to
determine the effectiveness of implementing
ethnoscience learning, an evaluation is needed to
determine the level of achievement of learning
objectives. The effectiveness of ethnoscience learning is
not only measured by the achievement of learning
outcomes, but also in terms of the process (Nugroho,
2012). Student responses or perceptions are a very
important indicator to determine the effectiveness of a
learning process (Muliadi, Mirawati & Prayogi, 2021).
Perception is the process of interpreting stimuli received
by students through the five senses to be processed into
an understanding (Zhafira, Ertika, & Chairiyaton, 2020).
Thus, there is a need for a study to determine the
perceptions of prospective science teacher students
regarding the effectiveness of ethnoscience learning.
Method
This study is ex post facto research with an
exploratory descriptive approach (Cohen, Manion &
Morrison, 2007; Muliadi et al, 2022), to describe the
knowledge of prospective science teacher students
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2026
about the effectiveness of ethnoscience learning. Ex post
facto research used because researchers only examine
and measure existing student knowledge data without
carrying out manipulation or treatment (Cooper &
Schindler 2001; Fraenkel, Wallen & Hyun, 2012). The
respondents of this research were 28 biology education
students at the Mandalika Education University who
were obtained through convenience sampling
techniques taking into account accessibility and
students' willingness to fill out questionnaires
distributed online (Fink, 2011; Creeswell, 2012).
This research uses an instrument in the form of a
closed questionnaire with answers according to a Likert
scale (Muliadi, et al., 2022) with scale degradation
namely Strongly Agree, Agree, Disagree, Don’t Agree
(Creeswell, 2014; Singarimbun, 2007) which is presented
in online media in the form of google forms (Adha et al.,
2020). Questionnaires were developed to obtain
measurements Students' perceptions of the effectiveness
of science learning with reference to indicators include
quality learning, learning appropriate to ability level,
and motivating learning (Slavin, 2009). The
questionnaire has been prepared in 6 statements and has
been validated by experts and declared valid.
Research data was analyzed using quantitative
descriptive statistics and inferential statistics.
Quantitative descriptive analysis was used to describe
student perception data regarding the effectiveness of
science learning. Average student perception data is
interpreted in the form of categories using assessment
criteria developed by Nugroho et al (2023) as presented
in Table 1.
Table 1. Criteria for conversion of average student
perception scores
Average score ( 𝑝")
Category
3.25 < X ≤ 4.00
Very High
2.50 < X ≤ 3.25
Tall
1.75 < X ≤ 2.50
Low
1.00 < X ≤ 1.75
Very Low
Inferential statistical analysis was used
independent sample t-test at a significance level of 5% to
determine differences in student perceptions regarding
the effectiveness of ethnoscience learning based on
gender with the formulation of a statistical hypothesis,
namely H0: µ1 = µ2 (there is no significant difference in
the perceptions of male and female students regarding
effectiveness ethnoscience learning) and H1 : µ1 ≠ µ2
(there is a significant difference in the perceptions of
male and female students regarding the effectiveness of
ethnoscience learning). If the analysis results are
significant or p-value t-test is smaller than 0.05, then H0
is rejected and H1 is accepted or vice versa.
Result and Discussion
Description of the data from measuring student
perceptions regarding the effectiveness of ethnoscience
learning is presented in Table 2.
Table 2. Results of student perception data analysis
Variable
Group
N
ΣScore
Variance
Standard
Deviation
Mean
Cat.
Student
28
83.48
0.118
0.342
2.98
Tall
Male
9
28.17
0.033
0.181
3.13
Tall
Female
19
55.31
0.145
0.381
2.91
Tall
Based on the results of data analysis in table 2, it can
be explained that the perception of science teacher
candidates regarding the effectiveness of ethnoscience
learning has an average score of 2.98 in the Tall category,
while based on gender the average score of male
students is 3.13 in the Tall category. and women by 2.91
in the Tall category. The data description is emphasized
in Figure 1 presentation.
Figure 1. Student perceptions about the effectiveness of
ethnoscience learning
Perception data of science teacher candidates
regarding the effectiveness of ethnoscience learning
were analyzed using parametric statistics, after fulfilling
the prerequisite tests, namely the homogeneity test and
normality test as presented in Table 3.
Table 3. Homogeneity and normality test results
N
Homogeneity
Normality
Levenes Statistical
test scores
Sig.
Kolmogorov-
Smirnov's test
scores
Sig.
35
1.761
0.196
1.020
0.250
The homogeneity test results in Table 3 explain that
the significance value of 0.196 is greater than 0.05 (>0.05),
which means that the data variance is homogeneous,
while the normality test results show a significance
28
83.48
0.118 0.342 2.98
9
28.17
0.033 0.181 3.13
19
55.31
0.145 0.381 2.91
0
10
20
30
40
50
60
70
80
90
NΣ Score Variance Standard
Deviation
Mean
Science Teacher Candidate Male Students Female Students
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value of 0.250, greater than 0.05 (>0.05) which means the
data is normally distributed.
Analysis of differences in perceptions of science
teacher candidates regarding the effectiveness of
ethnoscience learning based on gender was carried out
using the independent sample t-test at a significance
level of 5% with the results of the analysis as presented
in Table 4.
Table 4. t-test results
Variances
t-test for Equality for Means
t
df
Sig.
Mean diff.
Gender
1,626
26
0,116
0,13468
The results of the t test in table 4 explain that the
significance value of 0,116 is greater than 0,05 (>0,05), so
that H1 is rejected and H0 is accepted, which means that
there is no significant difference in the perceptions of
male and female students regarding effectiveness of
ethnoscience learning.
The results of the research explain that (1) science
teacher candidates have a good perception of the
effectiveness of ethnoscience learning; (2) there is no
difference in the perceptions of science teacher
candidates regarding the effectiveness of ethnoscience
learning based on gender. The findings of this research
confirm that science teacher candidates, both male and
female, have positive perceptions about the effectiveness
of ethnoscience learning. This is possible because
students already have fairly good knowledge about
ethnoscience and its application in science learning
(Muliadi et al., 2023). The research results of Freeman et
al (2014) show that students who have a better
understanding of ethnoscience tend to have positive
opinions about the effectiveness of integrating
ethnoscience in science learning. This was confirmed by
Astalini et al (2019) that students’ positive perceptions
about the effectiveness of ethnoscience learning
confirmed their attitude in supporting the integration of
traditional and local cultural values in science learning.
Thus, science teacher candidates have quite good self-
efficacy regarding the effectiveness of ethnoscience
learning (Hacieminoglu, 2016). This is because the
ethnoscience learning process presents local traditional
and cultural values (Puspasari et al., 2019), so that it can
build an active and enjoyable learning environment
(Revelation, 2017), as well as realizing meaningful
learning for students (Akmal et al., 2020; Sudarmin, et
al., 2017).
The positive response of science teacher candidates
can be an indicator of a positive assessment of the
effectiveness of ethnoscience learning (Purnamasari &
Nurawaliyah, 2021). Lee & Kim (2018) explained that
students’ perceptions will bridge their attitudes and
knowledge towards ethnoscience learning. The findings
in this research confirm the positive assessment of
science teacher candidates regarding the effectiveness of
implementing indigenous science-based science
learning in local traditions and culture (Hacieminoglu,
2016; Julianto, Wasis & Agustini, 2018). This means that
ethnoscience learning is considered effective in
facilitating an efficient science learning process and has
a positive impact on students’ understanding and
retention of information (Hattie & Timperley, 2007).
Ethnoscience learning can provide contextual science
learning experiences through interactions with concrete
objects in everyday life (Ali, 2018; Mardiana, 2018;
Rizkianawati, Wiyanto & Masturi, 2014; Koes, 2003). An
effective ethnoscience learning process can facilitate
students to participate in a series of active and enjoyable
learning activities in order to achieve the set learning
objectives (Slameto, 2018; Leithwood et al., 2017).
Positive perceptions in this research indicate that
students have quite good interest and motivation in
participating in the ethnoscience learning process
(Allen, 2013). This fun learning activity is an indicator of
the effectiveness of implementing ethnoscience learning
(Hattie & Timperley, 2007; Slavin, 2009).
Ethnoscience learning is effective for exploring
students’ procedural knowledge about local cultural
values (Wahyu (2017; Listyawati, 2012; Chiapetta &
Koballa, 2010). Ethnoscience learning is a structured
approach to strengthen students' understanding of the
relationship between scientific sciences with indigenous
science in local traditions and culture (Barton et al., 2018;
Mahmud, 2011). The findings of this research confirm
previous opinions which state that ethnoscience
learning has proven to be an effective approach in
increasing understanding of science as well as
promoting inclusivity and cultural diversity in science
education (Turner et al., 2014; Weinstein & Schwartz,
2012; Aikenhead, 2001). Students assess that the
ethnoscience learning process is effective and can
facilitate the development of their understanding of
science and foster a caring attitude towards local culture
(Barton et al., 2018; Lim & Loh, 2015; Maiga & Bowe,
2012). Thus, it is important to apply ethnoscience
learning in science learning in higher education to
facilitate prospective science teacher students in
developing an attitude of love for the traditions and local
culture of their region as well as an attitude of tolerance
for the cultural diversity of each region in Indonesia
(Akmal et al, 2020; Wahyu, 2017; Parris & Linder-
VanBerschot, 2010).
Conclusion
Based on the research results above , it can be
concluded that (1) prospective science teacher students'
perceptions of the effectiveness of ethnoscience learning
had an average score of 2.98 in the Tall category, while
based on gender, the average score for male students
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April 2024, Volume 10 Issue 4, 2024-2031
2028
was 3,13 in the Tall category and women’s was 2,91 in
the Tall category; (2) there is no significant difference in
the perceptions of male and female students regarding
the effectiveness of ethnoscience learning as evidenced
by a significance value of 0,116 which is greater than 0,05
(>0,05).
Acknowledgements
We would like to thank to all the parties that help to complete
the research entitled “The Effectiveness of Ethnoscience
Learning: Perception of Science Teacher Candidates”.
Author Contributions
Desi Ratnasari: developing literature study topics and defining
literature analysis methodology.
M. Khairul Wazni, Suhirman, M. Yamin: browsing and
mapping literature related to the topic of literature study.
Agus Muliadi: analyzing literature related to literature study
topics, writing draft articles, revising, and editing final articles.
Funding
This research received no external funding.
Conflicts of Interest
The authors declare no conflict of interest.
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