THE EFFECT OF THE INTEGRATED ETHNOSCIENCE INQUIRY LEARNING MODEL ON ENVIRONMENTAL LITERACY IN THE MATERIAL OF BIODIVERSITY.

Abstract

Environmental literacy is the ability of students to understand the environment and make appropriate decisions in maintaining environmental sustainability. This study aims to determine the effect of the ethnoscience integrated inquiry learning model on students' environmental literacy on biodiversity material at SMAN 7 Pekanbaru. The subjects of this study were grade X students of SMAN 7 Pekanbaru. Sampling was carried out using a purposive sampling technique, involving class X.3 as the control class and class X.5 as the experimental class, each consisting of 30 students. The instrument used in this study was a test instrument in the form of pretest and posttest questions to measure students' environmental literacy. Data were analyzed using prerequisite tests, namely normality and homogeneity tests, then hypothesis testing was carried out using t-tests and analysis of learning outcome improvements using N-Gain. Based on the results of the t-test of N-Gain data in the control and experimental classes, the results showed a Sig. (2-tailed) value of 0.000 <0.05 so that it can be concluded that there is a significant difference between the control and experimental classes. Based on the results of the study, it can be concluded that the ethnoscience integrated inquiry learning model has a significant effect on students' environmental literacy in the biodiversity material at SMAN 7 Pekanbaru.