Analysis of Science Process Skills, Perceptions, and Learning Outcomes in the Implementation of Ethnoscience-Based Student Worksheets on the Nature of Physics and Scientific Methods
DOI:
10.29303/jppipa.v12i1.13660Published:
2026-01-25Downloads
Abstract
This study aims to examine the effectiveness of Ethnoscience-Based Student Worksheets (EbSWs) on the subject matter of the nature of physics and the scientific method. The research subjects were 10th-grade students at SMAK Sint Carolus Penfui. This is a descriptive quantitative study using tests to measure cognitive learning outcomes and Science Process Skills (SPS), while questionnaires were used to measure student perceptions (attitudes, skills, and knowledge). The results showed that EbSW were effective in optimizing students' SPS, with an overall average score of 83.90 (very skilled) and a high consistency of results (standard deviation/SD = 3.61). Student perceptions were very positive, with knowledge (average 83.7) and attitude (average 82.1) aspects categorized as very good. SPS perception results (average 77.9) were categorized as good and showed an increase in higher-level cognitive skills. Cognitive learning outcomes showed a level of mastery (mean = 80.67) with a cognitive SD of 19.07, indicating a gap in mastery of the material among students, especially in higher-order thinking skills (HOTS). Overall, EbSW are effective for understanding basic concepts and developing SPS evenly but need to be improved to address varying levels of HOTS mastery.
Keywords:
Etnoscience Physics education Science process skills Secondary schoolReferences
Ahsani, E. L. F., Sarwi, Pertiwi, R. P., Dewi, K., & Yuliyanti, N. (2024). Literasi Sains Inklusif Berbasis Kearifan Lokal. Cahya Ghani Recovery.
Amnah, R., Rauf, A., Rasul, M. S., Mansor, A. N., Othman, Z., & Lyndon, N. (2013). Inculcation of Science Process Skills in a Science Classroom. Canadian Center of Science and Education, 9(8), 47–57. https://doi.org/10.5539/ass.v9n8p47 DOI: https://doi.org/10.5539/ass.v9n8p47
Aprillianti, S. W., & Kusuma Dewi, D. (2022). Hubungan antara Self-Efficacy dengan Prestasi Belajar Siswa di SMA X. Jurnal Psikologi Teori Dan Terapan, 13(2), 195–213. https://doi.org/10.26740/jptt.v13n2.p195-213 DOI: https://doi.org/10.26740/jptt.v13n2.p195-213
Ariani, T., & Hariyadi, B. (2024). Integration of Ethnoscience Approach in Physics Learning Based on Laboratory Practice: A Systematic Literature Review. Jurnal Penelitian Pembelajaran Fisika, 15, 252–262. https://doi.org/10.26877/jp2f.v15i3.18765 DOI: https://doi.org/10.26877/jp2f.v15i3.18765
Aydogdu, B. (2017). A Study on Basic Process Skills of Turkish Primary School Students. Eurasian Journal of Educational Research, 67, 51–69. https://doi.org/10.14689/ejer.2017.67.4 Özet DOI: https://doi.org/10.14689/ejer.2017.67.4
Bakti, I., Hafizah, R., & Sholahuddin, A. (2023). Blended Learning-Based Guided Inquiry : Strengthening the Science Process Skills Through Colloid Learning. Jurnal Penelitian Pendidikan, 9(12), 11992–12000. https://doi.org/10.29303/jppipa.v9i12.3431 DOI: https://doi.org/10.29303/jppipa.v9i12.3431
Burns, J. C., Okey, J. R., & Wise, K. C. (1985). Development of an integrated process skill test: TIPS II. Journal of Research in Science Teaching, 22(2), 169–177. https://doi.org/10.1002/tea.3660220208 DOI: https://doi.org/10.1002/tea.3660220208
Dadi, R., Samsudin, A., Fratiwi, N. J., & Nurdini. (2025). Strategi RePAIR: Inovasi untuk Mengubah Konsepsi dan Meningkatkan Self-Regulated Learning Siswa dalam Pembelajaran Fisika. Sigufi Artha Nusantara.
Darmaji, D., Kurniawan, D. A., & Irdianti, I. (2019). Physics education students’ science process skills. International Journal of Evaluation and Research in Education , 8(2), 293–298. https://doi.org/10.11591/ijere.v8i2.16401 DOI: https://doi.org/10.11591/ijere.v8i2.16401
Emda, A. (2023). Etnosains Strategi Pembelajaran Berbasis Budaya dan Kearifan Lokal. Jurnal Ilmiah Mahasiswa, 1, 106–116. https://doi.org/10.22373/jim.v1i1.363 DOI: https://doi.org/10.22373/jim.v1i1.363
Fadhilla, A. R., Syukri, M., & Muhibbuddin. (2021). Application of the Guided Inquiry Model to Improve Science Process Skills High School Students. Jurnal Penelitian Pendidikan IPA, 7(4), 612–616. https://doi.org/10.29303/jppipa.v7i4.779 DOI: https://doi.org/10.29303/jppipa.v7i4.779
Fitri, A. D., & Asrizal. (2023). Development of Physics E-Module Integrated with PBL Model and Ethnoscience to Improve Students ’ 21 st Century Skills. Jurnal Penelitian Pendidikan IPA, 9(12), 10610–10618. https://doi.org/10.29303/jppipa.v9i12.5877 DOI: https://doi.org/10.29303/jppipa.v9i12.5877
Gizaw, G. G., & Sota, S. S. (2013). Improving Science Process Skills of Students : A Review of. Science Education International, 34(3), 216–224. https://doi.org/10.33828/sei.v34.i3.5 DOI: https://doi.org/10.33828/sei.v34.i3.5
Gurses, A., Çetinkaya, S., Doğar, Ç., & Şahin, E. (2015). Determination of Levels of Use of Basic Process Skills of High School Students. Procedia - Social and Behavioral Sciences, 191, 644–650. https://doi.org/10.1016/j.sbspro.2015.04.243 DOI: https://doi.org/10.1016/j.sbspro.2015.04.243
Jannah, S. S. F. J., & Eka Widyanti. (2024). Assessment of Knowledge Competency Achievement. Journal of Scientific Research, Education, and Technology (JSRET), 3(2), 881–889. https://doi.org/10.58526/jsret.v3i2.429 DOI: https://doi.org/10.58526/jsret.v3i2.429
Khery, Y., Hakim, A., Rokhmat, J., & Sukarso, A. (2025). Effectiveness of ethnoscience oriented project to improve students performance. Multidisciplinary Science Journal, 7, 1–11. https://doi.org/10.31893/multiscience.2025417 DOI: https://doi.org/10.31893/multiscience.2025417
Komarudin, Akhsan, H., & Wiyono, K. (2025). Preminilary Study of E-modul Based on Ethnoscience Lake Ranau to Improve Literacy skills of Students on Renewable Energy Topic. Jurnal Penelitian Pendidikan IPA, 11(3), 1183–1193. https://doi.org/10.29303/jppipa.v11i3.10653 DOI: https://doi.org/10.29303/jppipa.v11i3.10653
Kriswantoro, Melfiza, Haryantoi, & Hasibuan, M. H. E. (2025). The Effectiveness of Structured and Guided Inquiry Learning Models in Enhancing Students ’ Science Process Skills on Acid - Base Topics in Senior High School. Jurnal Penelitian Pendidikan IPA, 11(5), 329–340. https://doi.org/10.29303/jppipa.v11i5.11193 DOI: https://doi.org/10.29303/jppipa.v11i5.11193
Loso, J., Gamar, A., Siti, M. A., Rahmiati, D., Saumi, S., Vandan, W., Noor, N., Resvan, Mirnawati, Rahmawaty, Sundari, Fitriani, S. N., & Sumirsa, B. (2025). Pembelajaran IPA : Teori dan Praktik. PT. Sonpedia Publishing Indonesia.
Muliyani, R., Kurniawan, Y., & Sandra, D. A. (2017). Peningkatan Keterampilan Proses Sains Terpadu Siswa melalui Implementasi Levels of Inquiry (LoI). Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 2(2), 81–86. https://doi.org/10.24042/tadris.v2i2.1904 DOI: https://doi.org/10.24042/tadris.v2i2.1904
Naen, A. B., Soares, T., Lay, V., & Wariani, T. (2024). Beyond the Classroom. Omera Pustaka.
Nurhayati, & Angraeni, L. (2017). Analisis Kemampuan Berpikir Tingkat Tinggi Mahasiswa ( Higher Order Thinking ) dalam Menyelesaikan Soal Konsep Optika melalui Model Problem Based Learning. JPPPF - Jurnal Penelitian & Pengembangan Pendidikan Fisika, 3(2), 119–126. https://doi.org/10.21009/1.03201 DOI: https://doi.org/10.21009/1.03201
Nurhayati, & Qondias, D. (2025). IPA Aktif dan Menyenangkan: Model Inkuiri Video Animasi untuk Guru SD. Nilacakra.
Pane, S. M., Lubis, M., & Sormin, S. A. (2022). Lembar Kerja Peserta Didik (LKPD) Bermuatan Kearifan Lokal Terintegrasi TPACK untuk Siswa Kelas V Sekolah Dasar, Efektifkah? Jurnal Penelitian Dan Pengembangan Pendidikan, 6(3), 377–384. https://doi.org/10.23887/jppp.v6i3.52482 DOI: https://doi.org/10.23887/jppp.v6i3.52482
Pawitra, P. M., Budiyanto, C. W., & Raharjo, J. S. (2025). Implementasi Model Problem-Based Learning dengan Pendekatan Berdiferensiasi Berbasis Kemampuan Awal Siswa dan Teori Zone of Proximal Development (ZPD) untuk Meningkatkan Keaktifan Belajar di Kelas X TJKT SMK Negeri 1 Sukoharjo. Indonesian Journal Of Learning and Instructional Innovation, 3(1), 39–46. https://doi.org/10.20961/ijolii.v3i1.1888
Pieter, J., & Risamasu, P. V. M. (2024). Integrating Ethnoscience in Physics Teaching Materials and its Impact on Student’s Science Process Skills and Mastery Concept. Jurnal Penelitian Pendidikan IPA, 10(6), 2948–2955. https://doi.org/10.29303/jppipa.v10i6.7210 DOI: https://doi.org/10.29303/jppipa.v10i6.7210
Pramitasari, N., Hastuti, P. W., Tyas, R. A., Anjarsari, P., & Roektiningroem, E. (2024). The Influence of Inquiry Learning Models Containing STEAM to Improve the Science Process Skills. Jurnal Penelitian Pendidikan IPA, 10(12), 11109–11120. https://doi.org/10.29303/jppipa.v10i12.8985 DOI: https://doi.org/10.29303/jppipa.v10i12.8985
Pranyata, Y. I. P. (2025). Kajian Teori Konstruktivis Sosial dan Scaffolding Dalam Pembelajaran Matematika. Jurnal Pendidikan Dan Keguruan, 1(8), 2471–2483. Retrieved from https://jip.joln.org/index.php/pendidikan/article/download/33/32/72
Pugu, M. R., Sugeng, R., & Noorman, H. R. (2024). Metodologi Penelitian; Konsep, Strategi, dan Aplikasi. PT. Sonpedia Publishing Indonesia.
Puspita, V., & Dewi, I. P. (2021). Efektifitas E-LKPD berbasis Pendekatan Investigasi terhadap Kemampuan Berfikir Kritis Siswa Sekolah Dasar. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(1), 86–96. https://doi.org/10.31004/cendekia.v5i1.456 DOI: https://doi.org/10.31004/cendekia.v5i1.456
Ramadani, I. (2025). Integrasi Bahan Ajar Berbasis Kearifan Lokal Kajang dalam Meningkatkan Keterampilan Berpikir Kritis. Jurnal Pengabdian Nasional (JPN) Indonesia, 6(1), 274–284. https://doi.org/10.35870/jpni.v6i1.1184 DOI: https://doi.org/10.35870/jpni.v6i1.1184
Roth, W.-M., & Roychoudhury, A. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30(2), 127–152. https://doi.org/10.1002/tea.3660300203 DOI: https://doi.org/10.1002/tea.3660300203
Seetee, N., Coll, R. K., Boonprakob, M., & Dahsah, C. (2016). Exploring Integrated Science Process Skills in Chemistry of High School Students. International Veridian E-Journal, 9(4), 247–259. Retrieved from https://he02.tci-thaijo.org/index.php/Veridian-E-Journal/article/view/64368
Septina, E. A., Widianingrum, O. L., & Cahyaningrum, D. (2025). Korelasi Budaya, Potensi Lokal dan Kearifan Lokal pada Pembelajaran IPA Berbasis Etnosains. Journal OfScience Education Research and Innovation, 1(1), 25–32. Retrieved from https://journal.innoscientia.org/index.php/joseri/article/view/149
Setyosari, P., Purnomo, Utami, D. D., AW, D. O., Prihatnawati, Y., & Nindigraha, N. (2023). Model Pembelajaran Kolaborasi Berbasis Inkuiri Terbimbing Berbantuan Peer Scaffolding. Academia Publication.
Sholikhan, N. A., Degeng, I., Setyosari, P., & Handayanto, S. K. (2020). Understanding the physics concept between guided inquiry or open inquiry. International Journal of Learning and Change. https://doi.org/10.1504/ijlc.2020.10027576 DOI: https://doi.org/10.1504/IJLC.2020.106784
Sinulingga, E., Lisnasari, S. F., Jainab, & Datten. (2025). Menumbuhkan Bernalar Kritis dan Kemandirian Siswa Melalui Projek Pembelajaran Kontekstual Berbasis Kearifan Lokal Pada Siswa Kelas VI SD Inpres Lingga Tengah Kabupaten Dairi. Jurnal Imiah Pendidikan Dasar (JIPDAS), 5(2), 1984–1992. https://doi.org/10.37081/jipdas.v5i2.3347
Sudarmin, Sutikno, Indriyanti, D. R., Sumarni, W., & Rahayuningsi, M. (2025). Integration of Ethnoscience in Natural Science learning : Literacy Study. Jurnal Penelitian Pendidikan IPA, 11(6), 68–77. https://doi.org/10.29303/jppipa.v11i6.9980 DOI: https://doi.org/10.29303/jppipa.v11i6.9980
Sudiarti, N. P., Lasmawan, I. W., & Kertih, I. W. (2025). Implementasi Model Pembelajaran Berbasis TPACK dalam Pembelajaran IPS di Sekolah Dasar. Journal of Education Action Research, 9(2), 250–258. https://doi.org/10.23887/jear.v9i2.87135 DOI: https://doi.org/10.23887/jear.v9i2.87135
Susanto, A., Rini, R., Toibah, T., & Ningsih, E. S. (2024). Diagnosis Kesulitan Belajar Pada Siswa Dalam Melakukan Pembelajaran Aktif Di Sekolah. Aktualita: Jurnal Penelitian Sosial Keagamaan, 14(I), 1–14. https://doi.org/10.54459/aktualita.v14ii.669 DOI: https://doi.org/10.54459/aktualita.v14iI.669
Tinenti, Y. R., Tangi, H., Wariani, T., Hayon, V. H. B., & Moreira, I. X. (2025). The Use of Traditional Timorese Media in Project-Based Learning on the Subject of Electronic Configuration in Chemistry. Jurnal Penelitian Pendidikan IPA, 11(7), 428–435. https://doi.org/10.29303/jppipa.v11i7.11443 DOI: https://doi.org/10.29303/jppipa.v11i7.11443
Wariani, T., & Hayon, V. H. B. (2023). Kajian Tentang Keaktifan, Hasil Belajar, dan Produk yang Dihasilkan Mahasiswa Pada Perkuliahan yang Menerapkan Pembelajaran Berbasis Proyek. Indonesian Journal of Educational Science (IJES), 5(2), 134–142. https://doi.org/10.31605/ijes.v5i2.2371 DOI: https://doi.org/10.31605/ijes.v5i2.2371
Yuni S, A., Wibowo, S. E., & Susanto, S. (2025). Identification Of Ethnoscience Studies in Science Learning to Strengthen Cultural Relevance in Primary Education. Jurnal Penelitian Pendidikan IPA, 11(6), 862–869. https://doi.org/10.29303/jppipa.v11i6.9814 DOI: https://doi.org/10.29303/jppipa.v11i6.9814
License
Copyright (c) 2026 Alfons Bunga Naen, Theresia Wariani, Vinsensia H. B. Hayon, Maria Ursula Jawa Mukin, Maria Lia Felizarda Freitas, Hironimus Tangi, Yanti Rosinda Tinenti, Ilidio Ximenes Moreira
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
