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All Journal International Journal of Science and Applied Science: Conference Series INKUIRI : Jurnal Pendidikan IPA Jornal Of Tourism Sciences (Toursci)
Bastian, Norma
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Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Environmental Science Materials Science & Nanotechnology Mathematics Physics Other

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Cirebon Mask Dance as an Ethnoscience Context in Project-Based Learning: Enhancing Students’ Creative Thinking and Science Process Skills Bastian, Norma; Wibowo, Toni Ari
Jurnal Toursci Vol 3 No 5 (2026): Vol 3 No 5 April 2026
Publisher : Ann Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/toursci.v3i4.1151

Abstract

Aims. This study investigates the effectiveness of Ethno-Project-Based Learning (E-PjBL) integrated with Cirebon Mask Dance (Tari Topeng Cirebon) as an ethnoscience context in enhancing students’ creative thinking skills and science process skills. Methods. Employing a quasi-experimental design with a pretest-posttest control group model, this research involved 72 junior secondary school students (Grade VIII) in Cirebon, West Java, Indonesia, divided into an experimental group (n = 36) receiving E-PjBL instruction and a control group (n = 36) receiving conventional inquiry-based learning. Data were collected using the validated Creative Thinking Skills Test (CTST), which assesses Torrance’s four dimensions (fluency, flexibility, originality, and elaboration), and the Science Process Skills Assessment (SPSA), which encompasses observing, classifying, predicting, hypothesizing, experimenting, and communicating. Statistical analyses using ANCOVA, N-gain scores, and effect size (Cohen’s d) revealed that the experimental group demonstrated significantly higher gains in creative thinking skills (ΔM = 18.73; p < .001; d = 1.42) and science process skills (ΔM = 21.46; p < .001; d = 1.67) compared to the control group. Result. Thematic qualitative analysis of student project artifacts and reflective journals further confirmed that the cultural symbolism embedded in the Cirebon Mask Dance, particularly its philosophical motifs that represent natural phenomena, served as authentic, meaningful stimuli for scientific inquiry and creative ideation. Conclusion. These findings establish E-PjBL as a culturally responsive pedagogical framework that bridges indigenous ecological knowledge with formal science education, offering a replicable model for ethnoscience integration in multicultural science classrooms.
Profile of Doctoral Student’s Motivation in Science Education Program: A Mini Research Ilma, Arina Zaida; Aprilia, Ananda; Purbowati, Dwi; Susdarwati, Susdarwati; Anjarsari, Putri; Wibowo, Widodo Setiyo; Bastian, Norma; Utami, Rita Bekti
International Journal of Science and Applied Science: Conference Series Vol 8, No 1 (2024): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijsascs.v8i1.106959

Abstract

The evolving landscape of higher education and its potential implications for the careers of doctoral graduates is growing. This research aims to analyze the motivation profiles of doctoral students in a Science Education program. Survey data was collected from students enrolled in the Science Education Doctoral Program at Universitas Negeri Yogyakarta in the 2024/2025 academic year. Ten question surveys with qualitative open-ended questions were developed in this research. Findings highlight intrinsic, integrated, and identified motivational factors and their potential implications for educational practices in doctoral programs in science education. The recommendations provided institutions to design more effective support strategies to ensure the academic success and contribution of doctoral students to the advancement of science education in Indonesia.
Pengaruh Model Pembelajaran Problem Based Learning (PBL) - Ekosains terhadap Keterampilan Berpikir Ilmiah dan Pemahaman Konsep IPA pada Siswa SMP Rokma, Aenur; Bastian, Norma; Taufik, Leo Muhammad
INKUIRI: Jurnal Pendidikan IPA Vol 14, No 3 (2025): INKUIRI: Jurnal Pendidikan IPA
Publisher : Magister Pendidikan Sains Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/inkuiri.v14i3.108782

Abstract

Keterampilan berpikir ilmiah dan pemahaman konsep IPA siswa SMP di Indonesia masih rendah, sehingga menjadi tantangan dalam pembelajaran IPA. Salah satu cara yang bisa membantu adalah dengan menggunakan model pembelajaran Problem Based Learning (PBL) yang didasarkan pada ekosains. Model ini menekankan pada penyelesaian masalah secara kontekstual dan melibatkan siswa secara aktif. Penelitian ini bertujuan untuk melihat seberapa pengaruh model PBL–Ekosains terhadap kemampuan berpikir ilmiah dan pemahaman konsep IPA siswa SMP. Penelitian ini menggunakan metode kuasi eksperimen dengan desain pretest-posttest kontrol group. Alat yang digunakan meliputi tes keterampilan berpikir ilmiah, tes pemahaman konsep, kuesioner respons siswa, dan lembar observasi aktivitas belajar. Hasil posttest menunjukkan bahwa kelas yang menerapkan model PBL – Ekosains memiliki rata-rata nilai keterampilan berpikir ilmiah sebesar 81,10 dengan n-gain 0,54 (kategori sedang), sedangkan kelas kontrol hanya 74,40 dengan n-gain 0,32. Untuk pemahaman konsep IPA, kelas eksperimen mencapai 82,30 dengan n-gain 0,57 sedangkan kelas kontrol 76,20 dengan n-gain 0,37. Hasil uji statistik menunjukkan perbedaan yang signifikan (0,003 < 0,05) untuk keterampilan berpikir ilmiah dan (0,009 < 0,05) untuk pemahaman konsep IPA. Siswa menunjukkan respons yang sangat positif, dan aktivitas belajar menunjukkan keterlibatan aktif siswa serta peran guru sebagai fasilitator.The skills of scientific thinking and understanding of science concepts among junior high school students in Indonesia are still low, posing a challenge in science learning. One way to help is by utilizing the Problem-Based Learning (PBL) model, which is based on ecoscience. This model emphasizes contextual problem-solving and actively involves students. This study aims to investigate the influence of the PBL-Ecoscience model on scientific thinking skills and understanding of science concepts among junior high school students. This research uses a quasi-experimental method with a pretest-posttest control group design. The tools used include tests of scientific thinking skills, concept understanding tests, student response questionnaires, and observation sheets for learning activities. The post-test results show that the class implementing the PBL-Ecoscience model has an average scientific thinking skills score of 81.10 with an n-gain of 0.54 (moderate category), while the control class scored only 74.40 with an n-gain of 0.32. For the understanding of science concepts, the experimental class achieved 82.30 with an n-gain of 0.57, while the control class reached 76.20 with an n-gain of 0.37. The results of the statistical test showed significant differences (0.003 < 0.05) for scientific thinking skills and (0.009 < 0.05) for understanding of science concepts. Students showed very positive responses, and learning activities demonstrated active student engagement and the teacher's role as a facilitator.
Co-Authors Aprilia, Ananda Asih Mardati, Asih Dhiwa Singgih, Lafadz Dwi Purbowati Ghifari Nugroho, Fajar Hasanah, Enung Ika Maryani Ilma, Arina Zaida Karimi, Amir Putri Anjarsari Reotutor, Mark Angelo C Rita Bekti Utami Rokma, Aenur Susdarwati, Susdarwati Suyatno Suyatno Taufik, Leo Muhammad Utari, Varisa Tri Wibowo, Toni Ari Wibowo, Widodo Setiyo