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All Journal Jurnal Ilmiah Profesi Pendidikan Indonesian Journal of Educational Innovation
Rizka Isnaeni
Universitas Mataram
Education Languange, Linguistic, Communication & Media Mathematics Other

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Integrasi Filsafat Ilmu dalam Pembelajaran IPA: Memperkuat Pemahaman Konsep Melalui Perspektif Epistemologi Agil Al Idrus; Rizka Isnaeni; Fitria Herawadini; Nurmala Mustofa; Nasywa Dwi Kamila; Asyil Arifah; Naya Mahdiyya Sari; Elya Suci Nabila; Eldza Rosmiatin Nafiz
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4362

Abstract

Pemahaman konsep IPA masih menjadi tantangan dalam pembelajaran sains karena banyak peserta didik mengalami miskonsepsi dan kesulitan mengaitkan konsep dengan proses ilmiah yang mendasarinya. Artikel ini bertujuan menganalisis peran epistemologi dalam memperkuat pemahaman konsep peserta didik melalui integrasi filsafat ilmu dalam pembelajaran IPA. Metode yang digunakan adalah studi literatur dengan menelaah buku filsafat ilmu, jurnal pendidikan sains, dan penelitian mutakhir terkait epistemologi, pemahaman konsep, serta praktik pembelajaran IPA. Hasil kajian menunjukkan bahwa integrasi epistemologi membantu peserta didik memahami konsep sebagai hasil proses ilmiah yang sistematis melalui observasi, eksperimen, argumentasi, dan evaluasi bukti. Pendekatan ini meningkatkan pemahaman mendalam, memperbaiki miskonsepsi, serta mengembangkan kemampuan berpikir kritis dan kesadaran epistemik siswa. Selain itu, integrasi epistemologi memberikan dasar filosofis bagi guru untuk merancang pembelajaran berbasis inkuiri, penilaian proses, serta diskusi reflektif yang selaras dengan tuntutan Kurikulum Merdeka. Kesimpulannya, penerapan perspektif epistemologi dalam pembelajaran IPA memberikan kontribusi penting dalam membangun pemahaman konsep yang lebih bermakna, kritis, dan tahan lama sehingga mampu mendukung terbentuknya peserta didik yang literat sains dan siap menghadapi tantangan abad ke-21.
The Effect of Ethnoscience-Integrated Science Teaching Materials on Junior High School Students’ Scientific Literacy Rizka Isnaeni; Mahrus Mahrus; Alauddin Shahih; Zaena Sultona Osi; Fana Tri Prihatini
Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): January - April
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijei.v2i1.263

Abstract

Scientific literacy is an essential competency in twenty-first-century science education, yet Indonesian students’ achievement in this area remains relatively low. One possible contributing factor is the limited availability of contextual teaching materials that connect formal science concepts with students’ sociocultural environment. This study aimed to analyze the effect of ethnoscience-integrated science teaching materials on eighth-grade students’ scientific literacy at MTs. Birrul Walidaini NW Bertong. The study employed a quantitative pre-experimental method with a one-group pretest-posttest design involving 20 students selected through saturated sampling. Data were collected using a scientific literacy test and analyzed descriptively and inferentially through normalized gain (N-gain), the Shapiro-Wilk normality test, and a paired-sample t-test. The results showed a statistically significant increase in students’ scientific literacy (p < 0.05), with the mean score rising from 54.95 on the pretest to 78.60 on the posttest, and an average N-gain of 0.575, placing it in the medium category. These findings suggest that ethnoscience-integrated teaching materials are highly effective in improving scientific literacy, particularly when implemented through guided inquiry with adequate teacher scaffolding, by bridging abstract scientific concepts with students’ everyday cultural realities. The study provides empirical support for culturally responsive, context-based science learning and offers practical implications for the development of science teaching materials in madrasah settings.
Co-Authors Agil Al Idrus Alauddin Shahih Asyil Arifah Eldza Rosmiatin Nafiz elya suci nabila Fana Tri Prihatini Fitria Herawadini Mahrus Mahrus Nasywa Dwi Kamila Naya Mahdiyya Sari Nurmala Mustofa Zaena Sultona Osi