Innovation of Natural and Social Sciences (IPAS) Learning Based on Ethnobiology to Improve Critical Thinking Skills and Learning Outcomes of Madrasah Ibtidaiyah Students
Abstract
conventional teacher-centered approaches without integrating local wisdom contexts,
leading to low critical thinking skills and academic performance. This study aims to analyze
the effectiveness of IPAS learning innovation through the implementation of Ethnobiology-
based Student Worksheets (LKPD) on the topic "Plants as Sources of Life on Earth" for Grade
IV at MIN 1 Ambon. A mixed-methods approach combining qualitative and quantitative
descriptive analyses was conducted. The study involved 59 fourth-grade students from Class
IV A (29 students) and Class IV B (30 students). Data were gathered through classroom
observations, in-depth interviews, critical thinking test rubrics, and cognitive achievement
tests. The results demonstrated that ethnobiology-based worksheets successfully shifted
classroom dynamics from teacher-centered to student-centered learning. Students' critical
thinking skills showed significant improvement across three main indicators: problem
recognition (88.5%), data analysis (84.2%), and conclusion drawing (82.0%). All students
(100%) achieved mastery above the minimum passing criteria, categorized as: 30% Very
Good (18 students), 49% Good (29 students), 21% Sufficient (12 students), and 0% Poor. This
study confirms that integrating local ethnobiological knowledge into IPAS instructional
materials is highly effective in fostering critical thinking skills and maximizing student learning
outcomes in Madrasah Ibtidaiyah.
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