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All Journal Lensa: Jurnal Kependidikan Fisika International Journal of Ethnoscience and Technology in Education
Fitri, Muliana
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Astronomy Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Physics Other

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The Effects of Ethnoscience Integrated Problem-Based Learning Models on Students' Critical Thinking Skills Gummah, Syifaul; Fitri, Muliana; Prayogi, Saiful; Asy'ari, Muhammad
Lensa: Jurnal Kependidikan Fisika Vol 11, No 2: December 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v11i2.10447

Abstract

In the contemporary educational landscape, cultivating critical thinking skills is imperative for students to thrive in the 21st century. Recognizing that critical thinking is not an instantaneous process, it is essential to employ didactic mechanisms specifically designed to hone this skill. Traditional expository teaching methods have been deemed insufficient in fostering critical thinking among students. Therefore, effective pedagogical intervention models are warranted, allowing students to engage authentically in everyday contexts. This study assesses the impact of an ethnoscience-integrated problem-based learning model on students' critical thinking skills. Employing a quasi-experimental design with a non-equivalent control group, the research unfolded in a secondary school in Mataram City, with a sample of 66 students divided into experimental and control classes. The experimental class experienced instruction through an ethnoscience-integrated problem-based learning model, while the control class adhered to traditional (expository) teaching methods. Critical thinking skills were assessed using a validated test instrument encompassing analysis, inference, evaluation, and decision-making indicators. Descriptive and statistical analyses were applied to scrutinize the data. The results revealed that students in the experimental class exhibited higher levels of critical thinking skills than their counterparts in the control class, which was statistically significant. In conclusion, this research establishes a significant positive influence of the ethnoscience-integrated problem-based learning model on students' critical thinking skills. Furthermore, it reaffirms the inadequacy of traditional (expository) teaching in enhancing students' critical thinking abilities.
The Effects of Ethnoscience Integrated Problem-Based Learning Models on Students' Critical Thinking Skills Gummah, Syifaul; Fitri, Muliana; Prayogi, Saiful; Asy'ari, Muhammad
Lensa: Jurnal Kependidikan Fisika Vol. 11 No. 2: December 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v11i2.10447

Abstract

In the contemporary educational landscape, cultivating critical thinking skills is imperative for students to thrive in the 21st century. Recognizing that critical thinking is not an instantaneous process, it is essential to employ didactic mechanisms specifically designed to hone this skill. Traditional expository teaching methods have been deemed insufficient in fostering critical thinking among students. Therefore, effective pedagogical intervention models are warranted, allowing students to engage authentically in everyday contexts. This study assesses the impact of an ethnoscience-integrated problem-based learning model on students' critical thinking skills. Employing a quasi-experimental design with a non-equivalent control group, the research unfolded in a secondary school in Mataram City, with a sample of 66 students divided into experimental and control classes. The experimental class experienced instruction through an ethnoscience-integrated problem-based learning model, while the control class adhered to traditional (expository) teaching methods. Critical thinking skills were assessed using a validated test instrument encompassing analysis, inference, evaluation, and decision-making indicators. Descriptive and statistical analyses were applied to scrutinize the data. The results revealed that students in the experimental class exhibited higher levels of critical thinking skills than their counterparts in the control class, which was statistically significant. In conclusion, this research establishes a significant positive influence of the ethnoscience-integrated problem-based learning model on students' critical thinking skills. Furthermore, it reaffirms the inadequacy of traditional (expository) teaching in enhancing students' critical thinking abilities.
How Ethnoscience-Integrated Problem-Based Learning Shapes Students’ Critical Thinking: A Mixed-Methods Study Gummah, Syifaul; Fitri, Muliana; Verawati, Ni Nyoman Sri Putu
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 1 (2026): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i1.19617

Abstract

The study aimed to examine how ethnoscience-integrated Problem Based Learning (PBL) shapes secondary students’ critical thinking in the physics topic of work and energy and to explore the factors that support improvement. The study employed a mixed-methods design with a dominant quantitative phase followed by a qualitative explanatory phase. In the quantitative phase, a quasi-experimental nonequivalent control group pretest posttest design was implemented with an experimental class receiving ethnoscience-integrated PBL and a control class receiving expository instruction. Critical thinking was assessed through a validated test, and qualitative data were collected through observations, student artifacts, and brief reflections to explain learning processes. The experimental class achieved a moderate total n-gain of 0.70, whereas the control class showed a low n-gain of 0.27. ANCOVA results indicated a significant class effect on posttest scores after controlling for pretest, F(1, 63) = 293.27, p = 0.001, ηp² = 0.823. Qualitative findings suggested that culturally grounded problems supported problem interpretation, structured collaboration strengthened justification and analysis, teacher questioning promoted inference and revision, and comparing ethnoscience and scientific explanations fostered evaluative reasoning. The findings imply that ethnoscience-integrated PBL can strengthen critical thinking when local knowledge is used as an epistemic resource for exploration and evidence-based reasoning, supported by facilitation that makes justification and evaluation explicit during learning.
Co-Authors Gummah, Syifaul Muhammad Asy'ari Ni Nyoman Sri Putu Verawati Prayogi, Saiful