Application of ethnoscience-project-based learning to improve students' critical thinking skills
DOI:
https://doi.org/10.20961/7ax90j14Keywords:
critical thinking , Ethnoscience, Science learningAbstract
This study aims to improve critical thinking skills using Ethnoscience-Project Based Learning in science learning. This research is qualitative research. The type of this research is Classroom Action Research which is carried out in 2 cycles. The subjects of this study were 30 students from class VII of a junior high school in Surakarta, Central Java, Indonesia. The data collection techniques used is the tests method (critical thinking skills tests) and non-tests (observation sheets for syntax and documentation). The data validity test technique used is the triangulation method. The data analysis technique used is a qualitative description. The results showed that the percentage of each aspect of the skills had increased. The percentage of score on the Interpretation aspect from 26.67% to 83.33%, the Analysis aspect from 35% to 68.33%, the Explanation aspect from 23.33% to 91.67%, the Conclusion aspect from 41.67% to 96.67%, the Evaluation aspect from 33.33% to 90%, the Self-control aspect from 30% to 93.33%. The result of each cycle had increased according to the target of 20%. The conclusion of this study is the implementation of Ethnoscience-Project Based Learning can improve critical thinking skills of grade VII students of a junior high school in Surakarta.
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