Project-Based Ethnoscience Learning: Elevating Scientific Literacy and Communication through Nutrient Analysis of ‘Jadah Tempe’
Abstract
The integration of ethnoscience in Project-Based Learning (PjBL) offers an innovative approach to linking science with local cultural contexts, such as traditional food, like Jadah Tempe. The purpose of this study was to determine the differences and influence between the application of the PjBL model with ethnoscience content on traditional food, Jadah Tempe, and the Direct Instruction model on students' scientific literacy and communication skills. This type of research is quasi-experimental, employing a research design in the form of a non-equivalent control group design. The research was conducted over three months, involving 62 grade VIII students from a junior high school in Sleman, Indonesia. Data collection employed pretest-posttest instruments that assessed scientific literacy, as well as observation sheets that evaluated communication skills. MANOVA analysis revealed significant differences between classes (Sig. < 0.05), with a strong influence of PjBL on the ethnoscience content of traditional food Jadah Tempe, affecting scientific literacy and communication skills (partial eta squared = 0.952). These findings underscore the importance of cultural integration and the development of 21st-century skills, thereby supporting the creation of more inclusive and relevant curricula. However, its generalizability may have limitations; therefore, future research should examine the adaptation of this model to other traditional knowledge themes.
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DOI: https://doi.org/10.17509/jsl.v8i2.82148
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