e-Modul Ethnophysics for Critical Thinking Skills in the Covid-19 Pandemic
DOI:
https://doi.org/10.21009/1.08202Keywords:
ethno-physics, module, physics learning, critical thinking, covid-19Abstract
This study describes the development of an integrated ethno-physics module for critical thinking skills as supporting teaching materials during the Covid-19 pandemic. The development stages used were the 4D models. These stages included defining, designing, developing, and disseminating. The subjects of this study were material experts, media experts, and 50 students in Melawi Regency. The instruments were expert validation questionnaires, student perception questionnaires, and critical thinking tests. The resulting data are in the form of qualitative and quantitative data. The expert feasibility test uses the average score to the maximum score, while the user practicality test uses the average eligibility percentage. The trial design used was a pre-test and post-test group design. The statistical test used is parametric statistics with the help of SPSS 26. The study results show that the e-module ethnophysics have validly improved students’ critical thinking skills. This is shown by the results of validity, practicality, and effectiveness of e-module ethnophysics towards critical thinking during the Covid-19 pandemic.
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Astuti, IAD, Bhakti, YB & Sumarni, RA 2021, ‘Identification of Rice Drying Culture” MOE” in Lebak as Ethnophysics-Based Learning Resource’, Journal Neolectura, vol. 2, no. 1, pp. 33-38.
Bacud, ST 2018, ‘Integration of Indigenous and Scientific Knowledge in Disaster Risk Reduction: Resilience Building of a Marginalized Sampaguita Growing Community in the Philippines’, in Procedia Engineering, doi: 10.1016/j.proeng.2018.01.066.
Demssie, YN et al. 2020, ‘Combining indigenous knowledge and modern education to foster sustainability competencies: Towards a set of learning design principles’, Sustainability (Switzerland), vol. 12, no. 17, p. 6823, doi: 10.3390/SU12176823.
Derlina et al. 2019, ‘Ethnophysics in learning based on javanese culture to improve the generic skills of students’ science’, International Journal of Innovation, Creativity and Change, vol. 9, no. 9, pp. 226-241.
Dinissjah, MJ, Nirwana, N & Risdianto, E 2019, ‘Penggunaan Model Pembelajaran Direct Instruction Berbasis Etnosains Dalam Pembelajaran Fisika Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa’, Jurnal Kumparan Fisika, vol. 2, no. 2, pp. 99-104. doi: 10.33369/jkf.2.2.99-104.
Ennis, R 2011, ‘Critical Thinking: Reflection and Perspective Part I’, Inquiry: Critical Thinking Across the Disciplines, vol. 26, no. 1, pp. 4-18, doi: 10.5840/inquiryctnews20112613.
Fadilah, I et al. 2021, ‘the Development of Ethnophysics Based Enrichment Book on the Process of Making Bricks in Muaro Jambi Regency’, Jurnal Pendidikan IPA, vol. 4, no. 1, pp. 36-45, Available at: https://jurnal.unej.ac.id/index.php/Scedu/article/view/23904.
Fahim, M & Bolghari, MS 2014, ‘The Relationship between Critical Thinking Ability of Iranian EFL Learners and Their Learning Style’, International Journal of Language Learning and Applied Linguistics World (IJLLALW).
Falah, F, Ashari & Fatmaryanti, SD 2018, ‘PENGEMBANGAN ALAT PERAGA BERBASIS ETHNOPHYSICS UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS PESERTA DIDIK’, in The 8th University Research Colloquium 2018 Universitas Muhammadiyah Purwokerto, Purwokerto, Universitas Muhammadiyah Purwokerto, pp. 224-230.
Gusti, Sri, D 2020, ‘Belajar Mandiri: Pembelajaran Daring di Tengah Pandemi’, Yayasan Kita Menulis.
Haspen, CDT, Syafriani, S & Ramli, R 2021, ‘Validitas E-Modul Fisika SMA Berbasis Inkuiri Terbimbing Terintegrasi Etnosains untuk Meningkatkan Kemampuan Berpikir Kreatif Peserta Didik’, Jurnal Eksakta Pendidikan (Jep), vol. 5, no. 1, pp. 95-101, doi: 10.24036/jep/vol5-iss1/548.
Iban, C, Subroto, YW & Roychansyah, MS 2015, ‘PESTA TIWAH DAYAK NGAJU: PROSESI, TRANSFORMASI DAN IDENTIFIKASI ELEMEN-ELEMEN SUMBER DAYA BUDAYA PEMBENTUK DAYA TARIK WISATA’, Gajah Mada University.
Ismail, A & Gumilar, S 2019, ‘Implementasi Model Pembelajaran Berbasis Multimedia Interaktif Untuk Meningkatkan Hasil Belajar Dan Keterampilan Berfikir Kritis Siswa SMK’, JURNAL PETIK, vol. 5, pp. 9-17, doi: 10.31980/jpetik.v5i2.594.
Kurniawan, R & Syafriani, S 2021, ‘Praktikalitas dan Efektivitas Penggunaan E-Modul Fisika SMA Berbasis Guided Inquiry Terintegrasi Etnosains untuk Meningkatkan Berpikir Kritis Peserta Didik’, Jurnal Eksakta Pendidikan (Jep), vol. 5, no. 2, pp. 135-141, doi: 10.24036/jep/vol5-iss2/572.
Larasati Zaini, GRR 2014, ‘Teknik Anyam dan Motif Dayak Ngaju pada Material Kulit untuk Produk Tas’, Craft, vol. 3, no. 1, Available at: http://jurnal-s1.fsrd.itb.ac.id/index.php/craft/article/view/476.
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Sakti, I, Defianti, A & Nirwana, N 2020, ‘Implementasi Modul Ipa Berbasis Etnosains Masyarakat Bengkulu Materi Pengukuran Melalui Discovery Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa’, Jurnal Kumparan Fisika, vol. 3, no. 3, pp. 232-238, doi: 10.33369/jkf.3.3.232-238.
Saputra, MRD & Kuswanto, H 2019, ‘The effectiveness of Physics Mobile Learning (PML) with HomboBatu theme to improve the ability of diagram representation and critical thinking of senior high school students’, International Journal of Instruction, vol. 12, no. 2, pp. 471-490, doi: 10.29333/iji.2019.12230a.
Sari, RI et al. 2021, ‘Pengembangan E-Modul Materi Suhu Dan Kalor Sma Kelas Xi Berbasis Ethnophysics’, Physics and Science Education Journal (PSEJ), p. 46, doi: 10.30631/psej.v1i1.697.
Siahaan 2012, ‘Penggunaan Teknologi Informasi dan Komunikasi dalam Pembelajaran Fisika’, Prosiding Seminar Nasional Fisika.
Simpson, E & Courtney, M 2002, ‘Critical thinking in nursing education: Literature review’, International Journal of Nursing Practice, vol. 8, no. 2, pp. 89-98, doi: 10.1046/j.1440-172x.2002.00340.x.
Srijayanti, P & Derlina 2020, ‘Ethnophysical integration in Cooperative Learning Based on Javanese Culture To Improve Generic Science Skills And Student Self-Efficacy’, Jurnal Pendidikan Fisika, vol. 9. No. 1, pp. 30-34.
Sulha, S 2020, ‘Pelestarian Nilai-Nilai Budaya Pada Masyarakat Dayak Desa Seneban Kecamatan Sejiram Kabupaten Kapuas Hulu’, Jurnal Pendidikan Kewarganegaraan, vol. 4, no. 1, p. 1, doi: 10.31571/pkn.v4i1.1719.
Walid, A et al. 2022, ‘Development of an ethnophysic-based module in the Mandailing Tribe, West Pasaman Regency as science teaching materials’, Journal of Physics: Conference Series, vol. 2165, no. 1, doi: 10.1088/1742-6596/2165/1/012030.
Wechsler, SM et al. 2018, ‘Creative and critical thinking: Independent or overlapping components?’, Thinking Skills and Creativity, vol. 27, pp. 114-122, doi: 10.1016/j.tsc.2017.12.003.
Zidny, R, Sjöström, J & Eilks, I 2020, ‘A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability’, Science and Education, vol. 29, no. 1, pp. 145-185, doi: 10.1007/s11191-019-00100-x.
Zidny, R, Sjöström, J & Eilks, I 2021, ‘Correction to: A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability (Science & Education 2020, 10.1007/s11191-019-00100-x)’, Science and Education, vol. 29, no. 1, pp. 145-185, doi: 10.1007/s11191-021-00194-2.
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Published
2022-12-30
How to Cite
Lestari, N., & Apsari, N. (2022). e-Modul Ethnophysics for Critical Thinking Skills in the Covid-19 Pandemic. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 8(2), 193–206. https://doi.org/10.21009/1.08202
