Preliminary Design: Development of Capillarity e-Module Based Ethnoscience to Promoting Students’ Science Literacy

Promoting character and affecting local culture can also be through ethnoscience approach. This study aims to develop a Capillarity e-module based ethnoscience and determine the effectiveness of the module to increase students' scientific literacy. The method of this study is Research and Devel...

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Veröffentlicht in:JPFT (Jurnal Pendidikan Fisika dan Teknologi) (Online) Jg. 11; H. 1; S. 1 - 7
Hauptverfasser: Mahbubah, Khoiro, Santoso, Agus, Djatmiko, Rahmad
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Program Studi Pendidikan Fisika FKIP Universitas Mataram 18.03.2025
Schlagworte:
Capillarity E-Module
Ethnoscience
Science Literacy
ISSN:2614-5618, 2407-6902
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Zusammenfassung:Promoting character and affecting local culture can also be through ethnoscience approach. This study aims to develop a Capillarity e-module based ethnoscience and determine the effectiveness of the module to increase students' scientific literacy. The method of this study is Research and Development, it utilized 3D+1I model (Define, Design, Develop and Implementation) that used to produce certain products and test the effectiveness of these products. Subject of this research 15 pre-service Science Education teachers at Universitas Islam Lamongan who were studying Fluids and Thermodynamics courses. The results showed that the development of Capillarity e-module based ethnoscience with an average percentage of validation on the feasibility aspect of the content, language feasibility, and feasibility of presenting correspondingly for 95.3%, 86.1% and 82.3% and a very feasible criteria. The effect of the implementation of Capillarity e-module based ethnoscience can promote pre-service science education teachers’ science literacy classical amounted to 93.75% Based on the results of this research concluded that the Capillarity e-module based ethnoscience effectively to increase pre-service science education teachers’ science literacy.
ISSN:2614-5618
2407-6902
DOI:10.29303/jpft.v11i1.7261