The Application of Ethnoscience-Based Thematic-Integrated Book to Enhance Students’ Concept Learning Outcomes and Comprehension of Culture

The research aims to find out the effectiveness of ethnoscience-based represented in batik through a thematic-integrated book with the theme “Saving Energy” to enhance students’ concept learning outcomes and comprehension of culture. This research applied the experimental quantitative with a pre-test-post-test control groups design. The book was applied to 104 fourth-grade students in five primary school in Java, Indonesia. The data was analysed using gain factor <g> and t tests. It was found that the treatment was effective to enhance students’ concept learning outcomes (p = 0.001). The result stated that integrating the local culture of the Batik can enhance students’ comprehension of the local culture. The research concluded that the application of the thematic-integrated science book in batik production with the theme “Saving Energy”, can effectively improve students’ concept learning outcomes and comprehension of culture. The novelty of the research is that the integrated thematic book based on batik brings active student involvement in learning by making batik image designs. Thus, it can be concluded that the use of the ethnoscience-based thematic-integrated book is effective to enhance students’ learning outcomes.

Introduction

Indonesia is known as a country with a thousand cultures. Along with the rapid flow of globalization into Indonesia, public awareness of local culture has decreased. Foreign culture that has entered Indonesia has coexisted with local culture. Education in Indonesia respects religion and beliefs as well as cultures originating from other countries so that these cultures can develop in Indonesia. Indonesian cultural products batik clothing had produced by a large number of regions, the product has been used for student school uniforms in Indonesia. The impact of globalization is widespread with the help of the latest communication technology. Therefore, children need to get to know their own local culture from a young age.

Building the knowledge of local culture to children will grow their love toward the local culture itself. This is in line with ZPD (Zone Proximal Development) learning concept from a social constructivist theory of Vygotsky, which states that the nation’s contribution and social interaction highly affected children’s development. Vygotsky stated that meaning was not only the part of the development and cultural construction but also emotion and directivity (Balakrishnan & Claiborne, 2012). Therefore, the integration of culture into the learning process is hoped to make a meaningful learning for the students. Moreover, culture and social interaction-based learning will affect children’s memory and way of thinking (Santrock, 2012).

In the pre-research stage, three teachers were interviewed about the use of culture and reported that learning has not integrated the local culture except for Music and Arts. The integration of local culture into ethnoscience-based student books has not been done. This fact was supported by data that the teacher’s manual in teaching and student learning resource doesn’t include local culture, so students don’t get the opportunity to have actual experiences and to apply concepts in their daily life (Shahmohammadi, 2013). The organization of a learning book that is appropriate for students’ needs and characteristics eventually helps them to master the concepts and learn it easily. An innovative learning book is needed specifically for upper primary students since they have less enthusiasm compared to the lower primary students (Savelsberghet al., 2016).

The 21^st century of learning refers to the development of students’ activeness. Efforts to increase student activity are carried out through the application of contextual learning that can perform learning happily, enthusiastically, and in groups to find the best solutions (Rahmawatiet al., 2019). The research invented that the ethnoscience based contextual learning has a significant effect on the students’ learning activeness. In Indonesia, the curriculum implemented for primary level is known as the 2013 Curriculum. The 2013 Curriculum has been implemented since school year of 2013–2014, as instructed by the Ministry of Education (Ramli, 2014). This curriculum has the concept of thematic-integrated learning that in the implementation, it integrated basic competences from several subjects by looking through several dimensions of these knowledge, attitude and behavior.

Indonesia is a multicultural country. In the learning process it is necessary to integrate local culture because it has a strong relationship and aims to provide knowledge and skills for the preservation of development in Indonesia (Parminet al., 2016; Saputra, 2013; Sumarniet al., 2016). Relevant research on outdoor learning methods has a positive effect on the motivation and achievement of elementary school students’ geometry learning (Pambudi, 2022).

The research is in line to explore the effect of integrated learning model and critical thinking skill toward science learning outcomes in primary education. The results show that there is an interaction effect between critical thinking skills with integrated learning model and this research indicate that thematic learning model with critical thinking skills can improve science learning outcomes of students (Fazriyahet al., 2017). The results (Haenilahet al., 2021) showed that there was a difference in scores between before and after treatment using a scientific approach learning process, and the effect of this approach on problem solving skills, two solutions were found to be significant in early childhood.

Ethnoscience-based learning or learning book integrates a local culture of one region with the learning process at school that uses scientific science. Ethnoscience-based learning can grow students’ sense of belonging and love of their own country. The notion of cultural sustaining pedagogy (CSP) had provided current linguistic, cultural, and educational realities that must be understood as culturally revitalizing pedagogy (McCarty & Lee, 2014). Cultural heritage is one of the sources of ethno-science in a country. Half of the observed content of the cultural heritage was integrated into the lesson. A great majority of teachers discussing the content of cultural heritage put the main focal on knowledge (Jančič & Hus, 2018).

Furthermore, previous research explored the physics teaching materials based on the local culture of Tabalong regency, South Kalimantan to train saraba kawa characters were conducted. Literature studies are reported to have produced physics teaching materials that are feasible to integrate with local wisdom. It is stated that physics teaching materials based on local culture to train the character of saraba kawa are feasible to be applied (Hartiniet al., 2018; Sarwiet al., 2019). The research results expressed that the level of cultural awareness of students in Pekalongan, Central Java was at the level of cultural knowledge. The main aspect that directly affects the role of the museum in increasing cultural awareness of junior high school students in Pekalongan is goal attainment aspect (Setiawanet al., 2018). Ethnoscience of local culture learning helps students in comprehending the learning concepts because it (1) is related to their daily life (Hartiniet al., 2018), (2) gives students the flexibility to get involved in every learning activity, (3) gives students a chance to have a lively observation and practice activities, and (4) makes the learning process more fun, thus the students are more enthusiastic and engaged in the learning activities (Atmojo, 2015; Rahmawatiet al., 2019), creative and problem solving (Winarto et al. 2022), conservation and entrepreneurial character (Sudarminet al., 2023), and representative thinking (Dewi & Kuswanto, 2023).

The theoretical framework of the research is explained about the relationship between research problems, data, data collection and analysis techniques, and the interpretation of research findings (Adomet al., 2018; du Plessis & van der Westhuizen, 2018). This relationship is revealed in a narrative which includes mapping data in the study. The narrative contains information about the concept, construction and/or proposition that is examined through illustrations, as well as in-depth information about the specific direction of the investigation (Hugheset al., 2019).

In this research, the use of an integrated-thematic book based on ethnoscience Batik is implemented in the fourth grade five elementary schools in Java, Indonesia. This book is specially designed by integrating the concept of batik culture in each area. The concept revealed is an energy-efficient topic in science, which is carried out through ethnoscience-based learning. The research data consisted of energy saving concepts contained in ethnoscience-based learning and descriptions of student activities while completing the batik design assignment. The effectiveness of the research was determined by the results of the data analysis which differed significantly using the t test between the treatment and the control groups. The second indicator of effectiveness was the activeness of students in completing the batik design task which was shown by the process of activities and the products were in good categories.

The research developed an integrated thematic book that included local culture, specifically for fourth graders in Cirebon, Indonesia. The knowledge of batik culture was revealed about the characteristics of batik, how to color, function and use of solar heat in the batik production process. Students’ attitudes were revealed to include social concern by sharing knowledge, creativity, and caring for the environment. Active learning is applied on a task-based basis, indicated by the students’ batik design skills. Evidence of active learning involvement is shown when designing batik in groups. Ethnoscience Batik is integrated in the book because it is a local culture native to West-Central Java. Batik is a national heritage, but the batik of each region in Indonesia has its own distinct characteristics. A thematic-integrated book on ethnoscience of West-Central Java has been developed to be used to determine the effectiveness of learning outcomes of concepts and understanding of local culture and its relationship to scientific knowledge in thematic learning (Steelyana, 2012). Based on the problems analysed, the two purposes of this article were (a) to increase understanding of the concept of saving energy through learning resources integrated-thematic books based on Ethnoscience of batik culture, and (b) to describe the students’ comprehension of culture through active learning in completing batik design tasks.

Method

Quantitative quasi-experimental research was used a pre-test-post-test control groups design. The research subjects of five elementary schools were determined by purposive sampling, which were required to be in batik-producing areas, had implemented the revised 2013 curriculum, schools had not implemented ethnoscience-based learning resources, and were accredited with superior rank. The data of 104 samples have been tested with the test of homogeneity of variance and the Kolmogorov-Smirnov test, the resulting distribution of the sample score data is normal and homogeneous. The number of samples in the treatment group is 62 (three schools) and 42 (two schools) as the control group, all of which have implemented the revised 2013 curriculum and are batik-producing areas. The thematic-integrated learning process activities and ethnoscience-based books in both lasted for 6 months. The procedure for determining the treatment group is to determine the location of the school, record status and level, apply a quasi-experimental design with an integrated thematic-based book based on ethnoscience. The procedure for determining control groups with different locations and regular learning uses government books. The pre-test and post-test consisted of the same 15 questions in the form of open-ended questions. The test was assessed based on the assessment rubric with a maximum score of four and a minimum score of zero if the students kept the answer sheet blank. Before the test was implemented, it was tested to 20 students to check its’ difficulty level which then was analysed using the item discrimination formula, which is as follows:

$$\begin{array}{r}DifficultyLevel=\frac{Mean}{maxscore}\end{array}$$

The item discrimination was indexed into three levels which are difficult, medium, and easy. The results of the item discrimination test reported from the 15 questions were seven easy, six medium, and two difficult.

Data were analysed using gain factor <g> and t-test. Gain normality test (<g>) was used to determine the effectiveness of ethnoscience-based books in improving student learning outcomes. To test the effectiveness of the treatment using an integrated thematic book based on ethnoscience, a research hypothesis was formulated. The null hypothesis H₀: there is no difference in scores achieved by students in the treatment and control groups, and H₁: there is a difference in scores achieved by students in the group using integrated thematic books based on ethnoscience and the control group using government books. Test decision: H₀ is accepted if the scores of the two groups do not differ significantly which shows that $t_{statistics}\le t_{table}$ and H₁ is accepted if it shows that $t_{statistics}>t_{table}$, with the significance level of α = 5%.

Students’ concept learning outcomes were determined using tests. The measurement of mastery of energy saving concepts used an essay test of 15 questions through pre-test and post-test. The validity of the essay test used the Pearson correlation coefficient, and the reliability was calculated using the Cronbach’s Alpha coefficient. The calculation results obtained Pearson coefficient r = 0.67 and Cronbach Alpha reliability coefficient = 0.73. These results indicate that the value of the validity and reliability of the essay test has a high category quality. The enhancement of students’ learning outcomes was analysed using the formula of normality gain (N-gain) or <g> as follows:

$$\begin{array}{r}N-gain=\frac{\mathrm{\%}<posttest>-\mathrm{\%}<pretest>}{maximumscore-\mathrm{\%}<pretest>}\end{array}$$

with information: %<post-test> = average of post-test and %<pre-test> = average of pre-test (Hake, 1998). The result of N-gain formula is categorized in the following the indexed level that is presented in Table I.

Table I. Indexed N-Gain (<$\text{g}$>) Factor and Criteria

<g>	Criteria
<g> < 0.3	Low
0.7 > <g> ≥ 0.3	Medium
<g> ≥ 0.7	High

The research using integrated thematic books based on ethnoscience was said to be effective if the N-gain factor is between 0.7 > <g> ≥ 0.3 with moderate criteria. The active learning was intended to reveal the understanding of batik culture through the completion of batik design tasks. The differences in the treatment of learning activities applied to the treatment and control groups are presented in Table II.

Table II. Differences between Learning Activities Applied to the Treatment and Control Groups

No.	Activities	Treatment group	Control group
1	Focus	Implementation of thematic integrated books based on Ethnoscience	Government teacher and Student handbook implementation
2	Model	Active learning and Student worksheets	Cooperative learning and Exercises
3	Activities	a. Pre-test	a) Pre-test
		b. The introduction of Batik as a local product	b) The introduction of Batik as a local product
		c. Explanation of the concept of energy saving in batik production (in class)	c) Explanation of energy saving in batik production (in class)
		d. Observation of batik making in each area using Student Worksheets (outdoor)	d) Learning batik production in class is equipped with exercises
		e. The practice of making batik motif designs on linen, preparing the coloring dough, using the sun’s heat and wind energy for drying	e) Doing exercises in groups

Results

Data collection was carried out for four months by applying an integrated thematic book based on local culture to fourth graders. The chosen theme is “Energy Saving.” Thus science, Indonesian, and social studies are integrated subjects. Almost all provinces in Indonesia have a strong local Batik culture in the area which is maintained and preserved by its citizens. The Java Island has local culture of batik which was widely known and not only by local resident but also by the peoples of Indonesia. Batik is Indonesia’s national cultural heritage, some areas in Indonesia that produce Batik have uniqueness related to the history and values of the people in the region.

This result means that the application of integrated learning tools and thematic books based on Ethnoscience is effective in improving the understanding of the concept of batik culture contained in the energy saving theme. The learning technique used to achieve the second goal is that active learning is equipped with assignments. The task given to the study group is the completion of the design of the batik motif image, so that they are actively involved and require problem solving thinking.

Afterwards, the teacher gave the students a chance to do the same thing in small groups. At the end of the meeting, the teacher gave the students exercise to do regarding the material given in first meeting. The next day, students made handkerchiefs in groups by drawing ornaments of the batik as a source of learning. Then, they experienced how to dry a wet linen in area where there was no sun by using wind energy. Finally, the last meeting was conducted to gain post-test data.

In ordered to find out the effectiveness of integrating local culture into the learning process in the form of a book to enhance students’ learning outcomes, the pre-test and post-test data was analysed using normality gain test. The treatment group of 62 participants were consisted of 30 males and 32 females, the result of the pre-test and post-test was shown in Table III.

Table III. Pre-Test and Post-Test Recapitulation Data Achieved by Students in the Treatment Group

No.	Data	Pre-test	Post-test
1.	Sum	3215	4932
2.	Average	51.85	79.55
3.	Highest score	83	97
4.	Lowest score	25	53
5.	Number of students who master	9	55
6.	Percentage of students who master (%)	14.15	88.7
7.	Number of students who do not master	53	7
8.	Percentage of students who do not master (%)	85.48	11.29

According to Table III, it could be seen that the post-test score was higher than the pre-test score. The average number of the test also increased for 27.7 from 51.85 to 79.55. The highest score of the test also increased from 83 to 97 as well as the lowest score, which increased from 25 to 53. The percentage of students who passed the standard criteria minimum of 70 was significantly increased from 14.15% (nine students) to 88.7% (55 students). Calculation of the pre-test and post-test data for the treatment group resulted in a significant increase with <g> = 0.58 (medium). Therefore, there is an enhancement of students’ learning outcomes after implementing local culture ethnoscience-based thematic-integrated book. The analysis of pre-test and post-test data using normality gain <g> test is presented in Table IV.

Table IV. Analysis of Pre-Test and Post-Test Data for Treatment Group Using Normality Gain <$\text{g}$> Test

Average score		<g>	Criteria
Pre-test	Post-test
51.85	79.55	0.58	Medium

Table IV shows a significant increase of average score from pre-test to post-test along with N-gain score of 0.58 that goes to the medium criteria. Therefore, through this result, there is an enhancement of students’ learning outcomes after implementing West Java ethnoscience-based thematic-integrated book. The result of t-test between treatment and control groups can be seen in Table V.

Table V. T-Test Results Comparing Post-Test Scores of the Treatment and Control Groups

Group	Average score	df	t statistic	$t_{table}$
Treatment	79.55	61	5.53	1.999
Control	76.10

Table V shows that the t statistics is 5.53. The result of t-test between treatment and control groups shows that the t statistics is 5.53. The t statistics then was consulted with learning outcomes” is accepted because the $t_{statistic}$ is higher than the $t_{table}$. Thus, it can be concluded that the use of the ethnoscience-based thematic-integrated book is effective to enhance students’ learning outcomes. The process of making batik products involves three main factors, namely the design characteristics, the coloring process, and the utilization of solar and wind energy. Problems that were difficult for students to answer included distinguishing types of coloring, harnessing solar energy, and explaining the effects of wind. The results of the research for understanding the concept of batik culture, the students experienced difficulties from the analysis including the influence of solar energy, natural resources, and the characteristics of local batik. The cognitive domain in the three problem items mentioned above is an indicator of differences in conceptual understanding between the two groups and the most developed concept domains. This qualitative multiple-case study contributes new insights to the field by operationalizing the sequence of feedback-correction through collaborative learning to deeply understand students’ multidimensional engagement and can be useful in fostering accuracy development in the learning process (Danget al., 2022).

This research applies contextual learning intended for students to experience real life during the learning process. The understanding of batik culture by students is carried out through contextual learning in completing batik design tasks (see Fig. 1). Learning experiences in batik design include understanding motifs or characteristics (knowledge), collaborating in learning (attitudes), making coloring dough and drawing batik motifs according to their regional origin (skills). These results of the study reported that contextual learning can increase and decrease student anxiety depending on the way contextual learning is carried out. We hope that this research encourages teachers and instructors to design and conduct active and fun learning in science lessons that are more inclusive so that learning is meaningful and minimizes student anxiety (Cooperet al., 2018).

Fig. 1. Photos from the collaborative group work to make batik coloring dough.

Regarding students’ comprehension about the local culture of batik, it is stated that sixty-nine percent (69%) of the teachers stated that the students they taught did not understand batik, which is a local culture. The remaining 31% of respondents stated that their students only knew superficially about local culture batik. In addition, all respondents stated that the students did not understand deeply that batik was a local culture which was passed on scientifically to the younger generation. The respondents stated that students were only new to Batik in the form of products that are used daily and in media images. Therefore, the respondents agreed to integrate the culture especially Batik into learning so that students could better understand the culture of their area and maintain cultural preservation.

Discussion

The use of West-Central Java ethnoscience-based thematic-integrated book is effective to enhance students’ learning outcomes. This is in line with the research that the ethnoscience approach and ethnoscience based module theme substance additives effectively improve learning outcomes and students’ entrepreneurship (Sudarminet al., 2017; Sunarnoet al., 2016). Also, the research is supported by the results which show that Android-assisted mobile physics learning, supported by local batik culture, is feasible for high school physics learning. The program is significantly effective in improving students’ creative-thinking and problem-solving abilities based on gain factors of 0.81 and 0.96 in the “high” category (Shabrina & Kuswanto, 2018).

Effective improvement of students’ conceptual mastery on energy-saving subjects after the application of an integrated thematic book based on ethnoscience. Understanding of ethnoscience material sourced from local batik culture can be developed. The pre-test and post-test questions have been made consisting of three subjects, namely science, Indonesian, and social studies because the learning is thematic. The first question aims to describe the local batik pattern mastered by students at the time of the pre-test well with data on 75% of students (easy) and 100% of students (easy) from the post-test results. Students were born and grew up in West-Central Java, most of them know batik motifs. Multicultural research between domestic and foreign students (Enget al., 2022), has reported that the attitudes and language skills of local and foreign students contribute effectively. Most international students have a positive view when interacting with multiculturalists from other countries.

The second question is about understanding the history of local batik culture. The analysis of the pre-test scores of the second question has shown that it is different with details of 85% of students getting a score of one and 15% of students getting a score of two from a score range of 1–4. Students’ understanding of local culture after the book was applied increased significantly. The results of the post-test scores of the experimental group reported that students scored two (15%), a score of three (25%), and obtained a score of four (60%) out of a maximum of four. The presence of thematic-integrated books based on ethnoscience helps students understand the history of batik in their area. The history of batik in West-Central Java is an important lesson because it is mandatory in accordance with the goals of Indonesian National education. In the philosophy of the 2013 Curriculum in Indonesia, it was stated that students are the creative heirs of the homeland culture. Educational programs and activities on folk culture presented on the websites of public and private Primary Schools and Kindergartens in Greece have been found (Kakampouraet al., 2017). The effectiveness was evaluated by giving questionnaires to students before (pre-test) and after (post-test) STEM lessons. Statistical-significant increase between pre-test and post-test in career interest in STEM, understanding of engineering and understanding of technology supports the efficacy of instructional activities (Koulet al., 2018).

The third question reveals basic language skills which are directed to find detailed ideas from reading. The score achieved by students from the results of the pre-test reported that students got a score of two (17%) and a score of one (83%). Based on the post-test results, it has been reported that students get a score of two (55%), a score of three (25%) and a score of four (20%) out of a maximum of four. The application of ethnoscience-based books increases the understanding of energy-saving concepts contained in the topic of batik. Culture in the form of local wisdom embedded in subjects contributes to expanding students’ knowledge (Anggraini & Kusniarti, 2015).

Increased mastery of energy-saving concepts in the ability to explain the influence of the sun in the batik-making process. The post-test score achieved by the experimental group students was a score of four pre-tests (34%) to post-test 88% of the total number of students. In Thailand, their science learning emphasizes the relationship between science and technology and society (Yuenyong & Narjaikaew, 2009). Thus, the application of ethnoscience-based energy-saving materials can increase mastery of concepts. In Australia, research for digital technology education through MakerSpace’s STEM club, with a collaborative model can be replicated and has a positive impact in preparing pre-service teachers to be ready to teach in the classroom (Langet al., 2018).

This research supports a local wisdom-based science module with the theme of the Mount Kelud eruption, which was developed to improve students’ scientific literacy skills both theoretically and empirically (Setiawanet al., 2017). Mastery of knowledge about local commodity shrimp paste (traditional products) contains social science. The results of the pre-test reported that students were able to answer the questions correctly (26%) and increased to 79% after the application of ethnoscience-based books. During the application of the book, students showed high enthusiasm for the shrimp paste material. Students are actively involved and convey ideas that reveal their knowledge. The integration of cultural aspects in social studies subjects at the elementary school level in North Carolina reported that the placement of cultural diversity as their teaching technique (Boyle-Baiseet al., 2008). The increasing in mastery of the concept of saving energy has been achieved in the same way in the seventh and eighth questions. There was an increase of 58%, from 26% to 84% (pre-test to post-test) students were able to explain the effect of sunlight on the batik-making process correctly. Based on post-test data, for the ninth question, 82% of students were able to correctly answer questions about the uniqueness and history of shrimp paste from West-Central Java.

Mastery of concepts on items 11 and 12 about renewable and non-renewable resources obtained a significant increase. Students were only able to answer the two resources mentioned above on the pre-test. After applying the ethnoscience-based book, students managed to name four examples correctly. Twenty-eight of the 62 students or about 45% of the participants managed to name three natural resources correctly, while 40% of the students could answer four examples. Although the increase in conceptual mastery was significant, but for questions number 10, 13, 14, and 15 the data obtained is lacking. These questions reveal the benefits of the sun and wind in everyday life and how to conserve natural resources. The results of the study report that the integration of local wisdom and ethnoscience approaches supports the conservation of natural resources (Rist & Dahdouh-Guebas, 2006).

Students’ comprehension of the local culture of batik is considered low, an even there are only few students who understand local batik products. This happens because there has not been an integration of local batik culture in the learning process. Research findings are supported by the analysis of interview data delivered by teachers. Today’s education is expected to have a balance competence in cognitive, social, and behavior. Although the development of technology may reduce the original values of a country, the local culture-based learning needs to be taught since the primary level. This should be properly done because encouraging young people to recognize and take pride in their local wisdom is important in conserving the local culture as well as local knowledge (Pornpimonet al., 2014).

Conclusion

The conclusions are based on the results and discussion of research: (1) The application of an integrated thematic book based on Ethnoscience with the theme “Saving Energy” is effective to improve the concept of batik culture contained in the theme of energy saving, and (2) the application of contextual learning with tasks, has been able to equip cultural understanding with evidence that the students have produced a batik drawing design according to local regional motifs. This is also important because the integration of batik local culture into learning process enables students to have a real experience while learning. Research findings can be used as a supporting factor in curriculum development, especially innovation in teaching materials at the primary school level. Further research as the implication is research to explore the sources of ethnoscience in a country by applying contextual learning approaches such as STEM, SETS and a combination with the Ethno approach to reveal the cognitive mastery of learning and 21st century students skills.