Ethnoscience-Based Inquiry Model Oriented to Deep Learning to Improve Science Literacy and Problem-Solving Skills in Junior High School Science Education I Wayan Suastra1 , IB Arnyana2, Kompyang Selamat3, and Ketut Sri Kusuma Wardani4
1,2,3 Ganesha University of Education, Indonesia
4University of Mataram, Indonesia
Abstract
This study aimed to produce a valid, practical, and effective deep learning-oriented ethnoscience inquiry model to enhance scientific literacy and problem-solving abilities in junior high school science education. The research employed the Borg and Gall Research and Development (R&D) paradigm. A total of 123 research subjects were allocated among SMPN 1 Singaraja, SMPN 4 Singaraja, and SMP Laboratorium Undiksha. Data for the needs study were gathered via interviews and documentation. Data regarding pupils^ scientific literacy and problem-solving abilities were gathered using standardized assessments. The data were subjected to descriptive analysis. The findings indicated that (1) students exhibited low science literacy (mean 39.29) and inadequate problem-solving skills (mean 45.11), (2) educators encountered challenges in creating contextual, interactive science instruction to enhance students^ science literacy and problem-solving abilities, (3) an ethnoscience-based inquiry learning model aimed at fostering deep learning was effectively developed with a systematic framework, comprising: (a) ethnoscience-based problem orientation, (b) problem formulation and hypothesis generation, (c) investigation from both scientific and local cultural perspectives, (d) data analysis and generalization, (e) application of knowledge in new situations, and (f) reflection and assignment. This model is based on constructivism theory, Vygotsky^s social constructivism, contextual learning, and deep learning approaches, and utilizes local cultural phenomena as a context for science learning.
Keywords: ethnoscience-based inquiry model oriented to deep learning, scientific literacy, and problem-solving abilities
