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Nadira Renata Putri, 2021 ENHANCING THE STUDENTS’ SCIENTIFIC LITERACY WITH ETHNOSCIENCE APPROACH IN SURABI CONTEXT FOR LEARNING FOOD ADDITIVES Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ENHANCING THE STUDENTS’ SCIENTIFIC LITERACY WITH
ETHNOSCIENCE APPROACH IN SURABI CONTEXT FOR LEARNING
FOOD ADDITIVES
RESEARCH PAPER
Submitted as a requirement to obtain the degree of Sarjana Pendidikan in
International Program on Science Education (IPSE) Study Program
Arranged by:
Nadira Renata Putri
1705203
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION
FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
UNIVERSITAS PENDIDIKAN INDONESIA
2021
Nadira Renata Putri, 2021 ENHANCING THE STUDENTS’ SCIENTIFIC LITERACY WITH ETHNOSCIENCE APPROACH IN SURABI CONTEXT FOR LEARNING FOOD ADDITIVES Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ENHANCING THE STUDENTS’ SCIENTIFIC LITERACY WITH
ETHNOSCIENCE APPROACH IN SURABI CONTEXT FOR LEARNING
FOOD ADDITIVES
Skripsi ini diajukan untuk memenuhi salah satu syarat
memperoleh gelar Sarjana Pendidikan pada
Program Studi International Program on Science Education (IPSE)
Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam
Nadira Renata Putri
Universitas Pendidikan Indonesia
Juli 2021
Hak cipta dilindungi Undang-Undang
Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian,
Dengan cetak ulang, difotokopi, atau cara lainnya tanpa izin dari Penulis
Nadira Renata Putri, 2021 ENHANCING THE STUDENTS’ SCIENTIFIC LITERACY WITH ETHNOSCIENCE APPROACH IN SURABI CONTEXT FOR LEARNING FOOD ADDITIVES Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
i
APPROVAL SHEET
ENHANCING THE STUDENTS’ SCIENTIFIC LITERACY WITH
ETHNOSCIENCE APPROACH IN SURABI CONTEXT FOR LEARNING
FOOD ADDITIVES
Nadira Renata Putri
1705203
Approved and Confirmed by:
Supervisor 1
Prof. Dr. Anna Permanasari, M.Si
NIP. 195807121983032002
Supervisor 2
Eliyawati, M.Pd
NIP. 198610112015042001
Perceived by,
Head of International Program on Science Education Study Program
Dr. Eka Cahya Prima 2021.07.14 13:59:58 +07'00'
Dr. Eka Cahya Prima, S.Pd., M.T.
NIP. 1990062622024041001
Nadira Renata Putri, 2021 ENHANCING THE STUDENTS’ SCIENTIFIC LITERACY WITH ETHNOSCIENCE APPROACH IN SURABI CONTEXT FOR LEARNING FOOD ADDITIVES Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ii
DECLARATION
I hereby declare that every detail of this research paper entitled
“Enhancing the Student’s Scientific Literacy with Ethnoscience Approach in
Surabi Context for Learning Food Additives” was truly written from my work
without copy or plagiarize the other research. Unless this declaration is found to
be a violation of scientific ethnics, or unless there is a statement by another to the
authenticity of this research paper, I am able to accept the authorization risk. As a
result, I am willing to be accountable and accept academic punishments that are
consistent with the regulations.
Bekasi, July 7, 2021
Declarant,
Nadira Renata Putri
175203
Nadira Renata Putri, 2021 ENHANCING THE STUDENTS’ SCIENTIFIC LITERACY WITH ETHNOSCIENCE APPROACH IN SURABI CONTEXT FOR LEARNING FOOD ADDITIVES Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
v
ENHANCING THE STUDENTS’ SCIENTIFIC LITERACY WITH
ETHNOSCIENCE APPROACH IN SURABI CONTEXT FOR LEARNING
FOOD ADDITIVES
Nadira Renata Putri
International Program on Science Education
ABSTRACT
Science literacy has become an important skill in the digital era because someone
with science literacy skills will connect science principles to technology, global
development, and society. Since Indonesia has low rank in PISA, this research
aims to analyze ethnoscience approach to enhance students’ scientific literacy.
Pre-experimental with one group pre-test and post-test was used as a research
method and design. There are 34 students in grade 8th from one of the private
schools in Bandung who were chosen by convenience sampling. The
improvement in students’ scientific literacy is measured by conducting objective
tests and doing learning observation. The result showed a significant improvement
in students’ scientific literacy, especially in the competence and attitude domain.
It can be seen from the improvement of pre and post-test score. In addition,
students tend to explain rather than evaluate the scientific principle. On the other
hand, most of the students already have a good attitude which didn’t affected by
the learning process. The implementation of ethnoscience approach in class makes
student share the relation between their experience and science. For better results,
all domains in scientific literacy have to be analysis the deeper explanation. Also,
the context in culture have to be consider and prepare well.
Keywords: Scientific Literacy, Ethnoscience Approach, Food Additives Topic
Nadira Renata Putri, 2021 ENHANCING THE STUDENTS’ SCIENTIFIC LITERACY WITH ETHNOSCIENCE APPROACH IN SURABI CONTEXT FOR LEARNING FOOD ADDITIVES Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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MENINGKATKAN LITERASI ILMIAH SISWA DENGAN
PENDEKATAN ETNOSAINS DALAM KONTEKS SURABI UNTUK
PEMBELAJARAN ZAT ADITIF MAKANAN
Nadira Renata Putri
International Program on Science Education
ABSTRAK
Literasi sains menjadi keterampilan yang penting di era digital ini karena seseorang
dengan keterampilan literasi sains akan menghubungkan prinsip sains dengan teknologi,
perkembangan global, serta peristiwa dalam bermasyarakat. Menurut PISA, Indonesia
menduduki peringkat yang rendah dalam literasi sains siswa. Oleh karena itu, penelitian
ini bertujuan untuk menganalisis penggunaan pendekatan ethnosains untuk meningkatkan
literasi sains siswa. Pra-eksperimen dengan satu grup pre dan post-test digunakan sebagai
metode dan desain pada penelitian ini. Terdapat 34 siswa kelas 8 dari salah satu sekolah
menengah pertama swasta di Bandung yang dipilih dengan teknik convenience sampling.
Peningkatan literasi sains siswa dapat diukur melalui pembuatan tes objektif dan
melakukan observasi di dalam kelas. Hasil penelitian menunjukkan peningkatan yang
signifikan dalam literasi sains siswa terutama pada domain kompetensi dan sikap. Hasil
tersebut dapat dilihat dari peningkatan nilai pre dan post-test siswa melalui berbagai
analisis. Akan tetapi, siswa cenderung terbiasa menjelaskan daripada mengevaluasi
prinsip sains. Sebaliknya, pada domain sikap siswa sudah memiliki sikap yang baik
sehingga tidak terlalu terpengaruh dengan proses pembelajaran. Dengan
mengimplementasikan pendekatan ethnosains di dalam kelas membuat siswa
membagikan pengalaman mereka yang memiliki hubungan dengan sains. Untuk hasil
yang lebih baik, semua domain harus dianalisis penjelasannya secara mendalam. Juga,
budaya yang menjadi konteks harus dipertimbangkan dan dipersiapkan secara matang.
Kata kunci: Literasi Sains, Pendekatan Etnosains, Zat Aditif Makanan
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LIST OF CONTENTS
APPROVAL SHEET ............................................................................................... i
DECLARATION .................................................................................................... ii
ACKNOWLEDGEMENTS ................................................................................... iii
ABSTRACT ............................................................................................................ v
LIST OF CONTENTS .......................................................................................... vii
LIST OF TABLES .................................................................................................. x
LIST OF FIGURES ............................................................................................... xi
CHAPTER 1 INTRODUCTION ............................................................................ 1
1.1 Background ............................................................................................. 1
1.2 Research Problem ................................................................................... 4
1.3 Research Question ................................................................................... 4
1.4 Research Objective.................................................................................. 4
1.5 Limitation of Problem ............................................................................. 5
1.6 Research Benefit ..................................................................................... 5
1.7 The Organization of Research Paper....................................................... 6
CHAPTER II LITERATURE REVIEW ................................................................. 8
2.1. Ethnoscience Approach ........................................................................... 8
2.2. Scientific Literacy ................................................................................... 9
2.3. Food Additives ...................................................................................... 15
a. Natural and Synthetic Food Additives .................................................. 16
b. The Classification of Food Additives ................................................... 17
c. The Effect of Food Additives ................................................................ 21
2.4. Relevant Research ................................................................................. 23
CHAPTER III RESEARCH METHODOLOGY ................................................. 25
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3.1 Research Method and Design ............................................................... 25
3.1.1 Research Method ............................................................................... 25
3.1.2 Research Design ................................................................................ 25
3.2 Population and Sample .......................................................................... 26
3.3 Operational Definition .......................................................................... 26
3.4 Hypothesis ............................................................................................. 27
3.5 Research Instruments ............................................................................ 27
3.5.1. Scientific Literacy Objective Test ..................................................... 28
3.5.2 Analysis Technique ........................................................................... 34
3.6 Research Procedure ............................................................................... 35
CHAPTER IV RESULT AND DISCUSSION ..................................................... 38
4.1. The Implementation of Ethnoscience Approach ................................... 38
4.2. Students’ Scientific Literacy ................................................................. 47
4.2.1. Students’ Scientific Literacy on Scientific Competency .................. 50
4.2.2. Students’ Scientific Literacy on Attitude toward Science ................ 56
CHAPTER V CONCLUSION, IMPLICATION AND RECOMMENDATION . 65
5.1. Conclusion ............................................................................................ 65
5.2. Implication ............................................................................................ 66
5.3. Recommendation .................................................................................. 66
REFERENCES ...................................................................................................... 68
APPENDIX ........................................................................................................... 75
APPENDIX A RESEARCH INSTRUMENT .................................................. 75
APPENDIX A. 1 Initial Form of Instrument ................................................ 76
APPENDIX A. 2 Instrument of Judgement Form ........................................ 84
APPENDIX A. 3 The Result of Judgement ................................................ 115
APPENDIX A. 4 Final Instrument ............................................................. 118
APPENDIX B DATA RESULT ..................................................................... 124
APPENDIX B. 1 Validity and Reliability Test ........................................... 125
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APPENDIX B. 2 Students' Scientific Literacy .......................................... 133
APPENDIX C ADMINISTRATION .............................................................. 143
APPENDIX C. 1 Permission Letter of The Research ................................. 144
APPENDIX C. 2 Research Documentation ................................................ 145
AUTOBIOGRAPHY .......................................................................................... 147
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LIST OF TABLES
Table 2.1 The framework of the domain in scientific literacy assessment .......... 11
Table 2.2 The aspect on competencies domain .................................................... 13
Table 2.3 The basic competence subject matter ................................................... 15
Table 2.4 Preservative and the usage ................................................................... 18
Table 2.5 Comparison of the sweetness ............................................................... 19
Table 2.6 The list of ADI in several food additives ............................................. 21
Table 2.7 The list of food additives’s side effect ................................................. 22
Table 3.1 One group pre-test post-test design .………………………………… 26
Table 3.2 The list of participants .......................................................................... 26
Table 3.3 The blueprint of the scientific literacy test ........................................... 30
Table 3.4 Recapitulation of scientific literacy test on competence ...................... 31
Table 3.5 The blueprint of final scientific literacy test on competence ............... 33
Table 3.6 Recapitulation of scientific literacy test on attitude ............................. 34
Table 4.1 The implementation on meeting 1 ……………………………………39
Table 4.2 The implementation on meeting 2 ........................................................ 42
Table 4.3 The answer of group discussion ........................................................... 43
Table 4.4 The implementation on meeting 3 ........................................................ 46
Table 4.5 The summary of competency-based scientific literacy ........................ 48
Table 4.6 The recapitulation on competency results ............................................ 51
Table 4.7 The category of scientific literacy skill based on the mean score ........ 52
Table 4.8 The category of students’ scientific literacy based on N-Gain ............ 54
Table 4.9 The N-Gain average of students on competence domain ..................... 55
Table 4.10 The N-Gain average of students on attitude domain .......................... 63
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LIST OF FIGURES
Figure 2.1 The interrelation between the domain ................................................ 12
Figure 2.2 The example of natural food coloring................................................. 17
Figure 3.1 The flowchart of the instrument process..………………………….. 28
Figure 3.2 The flowchart of the research procedure ............................................ 37
Figure 4.1 The presentation of surabi ingredients.…………………………...… 41
Figure 4.2 The local news for group discussion................................................... 43
Figure 4.3 The chart of pretest data...................................................................... 57
Figure 4.4 The chart of the posttest data .............................................................. 57
Figure 4.5 The chart of question 1 ....................................................................... 58
Figure 4.6 The chart of question 2 ....................................................................... 59
Figure 4.7 The chart of question 3 ....................................................................... 60
Figure 4.8 The chart of question 4 ....................................................................... 61
Figure 4.9 The chart of question .......................................................................... 62
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