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All Journal JURNAL PENA EDUKASI Biopendix: Jurnal Biologi, Pendidikan dan Terapan Jurnal Pengabdian kepada Masyarakat Nusantara BIOEDUPAT: Pattimura Journal of Biology and Learning Pakem : Jurnal Pengabdian Kepada Masyarakat Jurnal Kreativitas dan Inovasi (Jurnal Kreanova) Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) Jurnal Penelitian Pendidikan Proceeding of International Conference on Biology Education, Natural Science, and Technology Jurnal VARIDIKA
pradana, Sendy putra
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Meaningful Ethnoscience Integrated Problem-Based Learning for Analytical Thinking and Curiosity Pradana, Sendy Putra; Nurdiana, Herning; Antony, Muhammad Khoirul; Ramadhan, Ahmad Naharuddin; Sianturi, Advend Sri Rizki
Jurnal VARIDIKA Volume 38 No 2, August 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i2.15213

Abstract

This study aimed to examine the effectiveness of Problem-Based Learning (PBL) integrated with meaningful learning and ethnoscience in enhancing analytical thinking and curiosity among junior high school students. The study was motivated by low student engagement and the dominance of conventional teacher-centered instruction that lacks contextualization and incorporation of local knowledge. A quantitative quasi-experimental design with a non-equivalent control group was employed, involving 60 eight-grade students divided into experimental and control classes. Analytical thinking was assessed through a validated essay test, while curiosity was measured using an observation checklist, both demonstrating adequate validity and reliability. Data analysis included normality and homogeneity tests, independent samples t-tests, and Pearson correlation. Results indicated a significant improvement in analytical thinking in the experimental class compared to the control (t = –33.289, p < .001), and curiosity was also significantly higher (t = –20.079, p < .001). Furthermore, a strong positive correlation was found between analytical thinking and curiosity (r = 0.801, p < .001), indicating that curiosity accounts for approximately 64.16% of the variance in analytical thinking. These findings confirm that integrating PBL, meaningful learning, and ethnoscience effectively improves students’ analytical thinking, as indicated by a high N-Gain in the experimental class (0.703) compared to a low N-Gain in the control class (0.206), and increases students’ curiosity, as shown by higher posttest mean scores in the experimental group than in the control group. The study implies that educators should adopt problem-based learning contextualized with local knowledge to improve science learning quality and 21st-century competencies.
Co-Authors Antony, Muhammad Khoirul Antony, Muhammad Khoiul ARINI, INE Bahri, Husnaini Christi Matitaputty Eifan Boyke Pattiasina Fitarahmawati Galuh Ajeng Antasari, Galuh Ajeng Hehakaya, Wisye Latupeirissa, Louvenska Nona Naharuddin Naharuddin Nurdiana, Herning Palisoa, Napsin Patty, Martha Racwel Rizki Sianturi, Advend Sri Sabda A. Kurniawan Sianturi, Advend Sri Rizki Sianturi, Advend Sri Rizky syahrul, muhammad Tuapattinaya, Prelly MJ Tuaputty, Hasan