IMPLEMENTATION OF ETHNOCEMICAL MEDIA "BELANTARA" THROUGH CONTEXTUAL TEACHING AND LEARNING MODEL TO IMPROVE STUDENTS' CRITICAL CHEMICAL LITERACY AT MA AL-HADI DEMAK

Natasya Rahmaniyah, Fitria Fatichatul Hidayah, Andari Puji Astuti

Abstract


This study aims to analyze the effect of Belantara media based on ethnochemistry through the Contextual Teaching and Learning model on students' critical chemistry literacy in atomic notation material. The research method used a pre-experimental one-group pretest-posttest design with 35 students from class X-3 MA Al-Hadi Demak as subjects. The research instruments included a chemical conceptual knowledge test, a critical chemistry literacy questionnaire covering four domains (conceptual knowledge, procedural competence, epistemic knowledge, and attitude), and a student reflection questionnaire. Data analysis used the Paired Sample t-test and Cohen's d effect size calculation. The results showed a significant increase with a significance value of 0.000 (p < 0.05) and an effect size of 3.25 (huge effect) in critical chemistry literacy overall. For conceptual knowledge (Domain 1), an effect size of 1.24 (very large effect) was obtained. The reflection analysis showed very positive responses with satisfaction scores of 3.51-3.94. Students stated that the learning was more interesting and meaningful because it integrated the local agricultural context of Blora with chemical concepts. It was concluded that the Belantara media based on ethnochemistry with the CTL model was effective in comprehensively improving students' critical chemistry literacy in cognitive, affective, and psychomotor aspects.

Keywords


Ethnochemistry; Belantara; CTL; Literacy; Atomic Notation

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References


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DOI: https://doi.org/10.29100/eduproxima.v8i3.10167

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