Development of the Minangkabau Ethnoscience-Based LDER Learning Model to Improve Junior High School Students' Scientific Literacy

Mai Sastri; Alwen Bentri; Fetri  Yeni; Rahmi Pratiwi

doi:10.62159/ghaitsa.v7i3.2830

Mai Sastri Department of Educational Technology, Universitas Negeri Padang, Sumatera Barat, Indonesia
Alwen Bentri Department of Educational Technology, Universitas Negeri Padang, Sumatera Barat, Indonesia
Fetri Yeni Department of Educational Technology, Universitas Negeri Padang, Sumatera Barat, Indonesia
Rahmi Pratiwi Department of Educational Technology, Universitas Negeri Padang, Sumatera Barat, Indonesia

DOI: https://doi.org/10.62159/ghaitsa.v7i3.2830

Keywords: Ethnoscience, LDER Learning Model, Science Literacy, Science Learning, Junior High School Students

Abstract

This study aims to develop a Minangkabau ethnoscience-based LDER (Ethnoscience Literacy, Discussion, Explanation, and Reflection) learning model to support the improvement of scientific literacy in junior high school/Islamic junior high school students. The study used the Research and Development (R&D) method with the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The developed model was validated by model experts, material experts, and language and media experts, then tested for practicality through teacher assessments and student responses, while the improvement of scientific literacy was analyzed using Normalized Gain (N-Gain). The results showed that the LDER learning model obtained a model validation percentage of 77.5% in the feasible category, material validation of 95.45%, and language and media validation of 95.23% in the very feasible category. The practicality test results showed 85.31% based on teacher assessments and 84.80% based on student responses, both in the very practical category. The improvement in scientific literacy skills is demonstrated by the N-Gain value of 0.67, which is in the moderate category. This finding indicates that the LDER model based on Minangkabau ethnoscience has good feasibility and practicality and supports the improvement of scientific literacy through the integration of local knowledge with scientific concepts in science learning. This model provides a contextual and culturally responsive learning alternative by bridging Minangkabau local knowledge and scientific knowledge through the stages of Ethnoscience Literacy, Discussion, Explanation, and Reflection.

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