enhancing the students scientific literacy with

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




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


i

APPROVAL SHEET



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


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


v



FOOD ADDITIVES

Nadira Renata Putri

International Program on Science Education

[email protected]

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

mailto:[email protected]


vi

MENINGKATKAN LITERASI ILMIAH SISWA DENGAN

PENDEKATAN ETNOSAINS DALAM KONTEKS SURABI UNTUK

PEMBELAJARAN ZAT ADITIF MAKANAN

Nadira Renata Putri

International Program on Science Education

[email protected]

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

mailto:[email protected]


vii

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


viii

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


ix

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


x

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


xi

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 4.9 The chart of question .......................................................................... 62


68

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