Science Process Skills and the Potential of Ethnoscience Integration in Chemistry Learning: A Preliminary Study of Media Development

Abstract

This study aims to analyze the needs in developing ethnoscience-based chemistry learning media oriented toward science process skills (SPS), particularly on the Voltaic Cell material for 12th-grade senior high school students (SMA/MA). The research method employed was research and development (R&D) using the ADDIE model, focused on the needs analysis stage through questionnaires administered to 34 students and interviews with a chemistry teacher. The results showed that students’ interest in learning chemistry is still low (67.65% stated they dislike chemistry), and the dominant methods used by teachers are lectures (42.31%) and demonstrations (35.90%), while discussion and project methods that have the potential to train SPS are rarely implemented. The learning media used are still limited to PowerPoint, textbooks, and YouTube, making the learning process tend to be monotonous and less interactive. The majority of students (71%) expect innovative media that is applicable, interactive, and connects chemistry concepts with everyday life contexts and local culture. These findings emphasize the need for the development of ethnoscience-based kits as alternative learning media that are not only practical and economical but also relevant to students’ needs, while simultaneously enhancing learning motivation and science process skills.