The Effect of Ethnopedagogically-Based Diorama Media on the Science Literacy Skills of Elementary School Students
DOI:
10.29303/jppipa.v12i7.15871Published:
2026-07-31Downloads
Abstract
This study aims to analyze the effect of ethnopedagogic-based diorama media on the science literacy skills of fifth-grade students at SDN Padike III. The research employed a quantitative approach with a pre-experimental method and a one-group pretest-posttest design involving 30 students. Data were collected through tests, observation, questionnaires, and documentation, then analyzed using paired sample t-test and N-Gain analysis. The results showed a significant difference between pretest and posttest scores (p < 0.05), with an N-Gain value of 0.60, which falls into the moderate category. Students’ responses to the use of the media were also in the good category. It can be concluded that ethnopedagogic-based diorama media is able to improve students’ science literacy skills and can serve as an alternative IPAS instructional medium that is more contextual through the integration of local culture
Keywords:
Diorama media Ethnopedagogy IPAS learning Science literacyReferences
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