Learning Science Through Ethnoscience Integrated Problem-Based Learning Model to Improve Critical Thinking Skills

Abstract

This study examines the effectiveness of problem-based learning in improving critical thinking skills and student learning outcomes. This research method uses an experimental technique that applies control and practical classes to the research process. The results of this study indicate that learning science through an ethnoscience-integrated problem-based learning model is more effective than conventional learning models for critical thinking skills in science content for class IV SD Negeri 102 Makale 5. It is proven that there has been an increase in the average student learning completeness score of 38.67 %. From the results of the t-test, it is known that Ho is rejected because the value is (55.663) > (2.030) and the N-Gain test results for the experimental class are 0.735, which are in the high category. The control class is 0.441 which are included in the medium category. The average value of the final test in the realm of student knowledge in the experimental class was 85.33, an increase compared to the control class, which was 75.05. While the results of learning the content of science class IV SD Negeri 102 Makale 5. From the results of the t-test, it is proven that Ho is rejected because the value is (55.663) > (2.030). While the N-Gain test results for the experimental class were 0.735 in the high category, and for the control class, 0.441 were in the medium category. The average value of the final test in the realm of student knowledge in the experimental class was 85.33, which experienced an increase compared to the control class, which was 75.05. Keywords: Science, Problem Based Learning, Critical Thinking, Learning Outcomes, Ethno science.