Problem-based learning-integrated Kasongan Pottery Ethno-STEM to increase elementary school students' concept mastery of science: A case study from Indonesia

Munnal Hani’ah; Harun; Fery Muhamad Firdaus; Iwan Kuswidi; Dwi Septiaseh

doi:10.31893/multiscience.2026358

Keywords:

problem-based learning

Kasongan pottery ethno-STEM

elementary school

concept mastery

Abstract

This research aims to know the effect of problem-based learning-integrated Kasongan pottery ethno-STEM on improving elementary school students’ concept mastery of science in Bantul, Yogyakarta, Indonesia, particularly in the areas of heat and heat transfer. This study employs a quantitative approach via a quasii-experimental method. The research design is a pretest-posttest nonequivalent control group design. In this case, the pretest is administered at the initial stage (when elementary school students have not yet received the treatment), whereas the posttest is administered after the students have received the treatment. The experimental class was given problem-based learning-integrated Kasongan pottery ethno-STEM. The control class was given conventional learning, such as problem-based learning. The sample in this study consists of 54 elementary school students from SD N Kasongan, Bantul, Yogyakarta, Indonesia, who are currently enrolled in science classes. Moreover, a multiple-choice concept mastery instrument was used to measure concept mastery before and after teaching about heat and heat transfer via problem-based learning-integrated Kasongan pottery ethno-STEM. The data analysis techniques used in this study were performed via inferential statistics (univariate independent sampel t-test analysis); with a significance level of 0.05. The results revealed a significant difference in the scores for conceptual mastery improvement between the experimental class and the control class. The average score for conceptual mastery improvement in the experimental class was 0.59; with a standard deviation of 0.56, whereas the average score for conceptual mastery improvement in the control class was 0.11; with a standard deviation of 0.59. On the basis of the t-test results, the sig. value was obtained 0.004 < 0.05, it can be concluded that there is a significant difference in concept mastery improvement between the experimental class and the control class. The average concept mastery improvement score of the experimental class was 0.48 higher than that of the control class. Thus, problem-based learning-integrated Kasongan pottery ethno-STEM can significantly improve elementary school students' concept mastery of science.
References
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35. Rohmatulloh, & Winarni, S. (2015). Evaluasi hasil pembelajaran diklat menggunakan disain pretest posttest nonequivalent control group. Prosiding Seminar Nasional Statsisitka III, October, 1–11.
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37. Suastra, I. W., Rapi, N. K., Yasa, P., & Arjana, I. G. (2021). Elaborating indigenous science content into science learning process: a new science instructional model to develop students’ local wisdom-based characters and higher order thinking skills. JPI, Vol. 10, No. 3. doi: 10.23887/jpi-undiksha.v10i3.31176.
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39. Sulistianingsih, N. (2014). Upaya meningkatkan prestasi belajar IPA melalui metode demonstrasi pada siswa kelas V SD Bogo Wijirejo Pandak Bantul tahun pelajaran 2013/2014. Retrieved from https://repository.upy.ac.id/13/1/Artikel%20Nunung%20Sulistianingsih%20%2810144600055%29.pdf.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Hani’ah, M., Harun, Firdaus, F. M., Kuswidi, I., & Septiaseh, D. (2025). Problem-based learning-integrated Kasongan Pottery Ethno-STEM to increase elementary school students’ concept mastery of science: A case study from Indonesia. Multidisciplinary Science Journal, 8(6), 2026358. https://doi.org/10.31893/multiscience.2026358

[1] Arends, R. I. (2001). Exploring teaching: an introduction to education. New York: Mc Graw-Hill Companies.

[2] Arends, R. I. & Kilcher, A. (2010). Teaching for Student Learning: Becoming an Accomplished Teacher. https://doi.org/10.4324/9780203866771.

[3] Arends, R. I. (2008). Learning to teach. Yogyakarta: Pustaka Pelajar.

[4] Arfianawati, S., Sudarmin, & Sumarni, W. (2016). Model pembelajaran kimia berbasis etnosains untuk meningkatkan kemampuan berfikir kritis siswa. Jurnal Pengajaran IPA, Volume 21, Nomor 1, pp. 46–51.

[5] Azalia, I. (2020). Pengaruh penerapan ebook bermuatan STEM terintegrasi etnosains terhadap keterampilan generik sains peserta didik pada materi kesetimbangan kimia. Doctoral Dissertation, Universitas Negeri Semarang.

[6] Azizah, D. R. N. (2023). Modul el-IPA; suhu dan kalor berpendekatan Etno-I-STEM (etnosains-inkuiri-STEM) pada pembuatan gerabah. Program Studi Pendidikan IPA, Universitas Negeri Yogyakarta. https://online.flipbuilder.com/qaxjc/dygm/files/basic-html/page47.html.

[7] Budiyanti, K., Zaim, M., & Thahar, H. E. (2023). Teori-teori pendidikan dan pengaruhnya terhadap pembelajaran bahasa abad ke-21. Journal of Education Research, 4(4), 2471–2479.

[8] Dahar, R. W. (2011). Teori belajar dan pembelajaran. Jakarta: Erlangga.

[9] Duruka, U., Akgüna, A., Doganb, C., & Gülsuyuc, F. (2017). Examining the learning outcomes included in the Turkish science curriculum in terms of science process skills: A document analysis with standards-based assessment. International Journal of Environmental and Science Education, 2(1), 10-18.

[10] Dugger, W. E. (2010). Evolution of STEM in the United States. 6th Biennial International Conference on Technology Education Research, (March), 1-8. http://doi.org/10.1.1.476.5804.

[11] Ejin, S. (2017). Pengaruh model problem based learning (PBL) terhadap pemahaman konsep dan keterampilan berpikir kritis siswa kelas IV SDN Jambu Hilir Baluti 2 pada mata pelajaran ilmu pengetahuan alam. Jurnal Pendidikan (Teori dan Praktik), 1(1), 66. https://doi.org/10.26740/jp.v1n1.p66-72.

[12] Ester, K., Pamase, D. A., Paputungan, F., Elias, S. M., Polii, I., & Suak, K. Y. (2023). Penerapan model pembelajaran langsung (direct instruction) untuk meningkatkan kreativitas siswa di SD Gmim 7 Tomohon. Jurnal Ilmiah Wahana Pendidikan, 9 (23), 815-820. Doi: https://doi.org/10.5281/zenodo.10418744.

[13] Fakhriyah, F. (2014). Perangkat pembelajaran problem based learning. JPII 3 (1) (2014) 95-101, 3(2), 134–139.

[14] Fakriyah, A., Sandika, B., & Wijaya, E. Y. (2020). Evaluating pre-service science teachers' concept mastery in the topic of biodiversity during distance learning under circumstance of covid-19 pandemic. Inovasi Pendidikan IPA, 6(2), 209–216. https://doi.org/10.21831/jipi.v6i2.35033.

[15] Fatimah, Yuni Faridatul. (2016). Studi industri kerajinan gerabah Kasongan di Desa Bangunjiwo, Kecamatan Kasihan, Kabupaten Bantul. Geo Educasia, Vol. 1, No. 1.

[16] Habsy, B. A., Fitriano, L., Sabrina, N. A., & Mustika, A. L. (2023). Tinjauan literatur teori kognitif dan konstruktivisme dalam pembelajaran. Tsaqofah, 4(2), 751–769. https://doi.org/10.58578/tsaqofah.v4i2.2358.

[17] Hani’ah, Munnal. (2018). Taktik tokcer kuasai IPA SD/MI kelas VI. Yogyakarta: Laksana.

[18] Hastjarjo, T. D. (2019). Rancangan eksperimen-kuasi. Buletin Psikologi, 27(2), 187. https://doi.org/10.22146/buletinpsikologi.38619.

[19] Hidayati, F. & Julianto. (2025). Integrasi pendekatan etnosains dalam pembelajaran sains untuk meningkatkan keterampilan berpikir kritis siswa, Didaktika Jurnal Pemikiran Pendidikan, http://journal.umg.ac.id/index.php/didaktika ISSN 1693-4318 (printed) and ISSN 2621-8941 (online), Vol. 31, No. 1, 101–112. https://doi.org/10.30587/didaktika.v31i1.9578.

[20] Idrus, S. W. A. (2022). Implementasi STEM terintegrasi etnosains (etno-STEM) di Indonesia: tinjauan metaanalisis. Jurnal Ilmiah Profesi Pendidikan, 7(4). https://doi.org/10.29303/jipp.v7i4.879.

[21] Joyce, B. & Weil, M. 1980. Models of teaching (second edition). Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

[22] Kamila & Wilujeng, I. (2024). E-book terintegrasi potensi lokal petis berbasis STEAM-PBL; tema: zat dan perubahannya. Yogyakarta: Universitas Negeri Yogyakarta, FMIPA, Pendidikan Sains. https://online.flipbuilder.com/fqzep/hxnr/.

[23] Kapila, V. & Iskander, M. (2014). Lessons learned from conducting a K-12 project to revitalize achievement by using instrumentation in science education. Journal of STEM Education, 15(1), 46-51.

[24] Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3, 11.

[25] Mpofu, V. (2019). A theoretical framework for implementing STEM education. Theorizing STEM Education in the 21st Century. Retrieved on December, 3, from https://www.intechopen.com/books/theorizing-STEM-education-in-the-21st-century/a-theoretical-framework-for-implementing-STEM-education. https://dx.doi.org/10.5772/intechopen.88304.

[26] Nugroho, R. A., & Suryadarma, I. G. P. (2018). The effect of the servant leadership learning with concept mapping on the concept understanding and critical thinking students. Inovasi Pendidikan IPA, 4(1), 114–127.

[27] Permanasari, A. (2016). STEM education: inovasi dalam pembelajaran sains. Seminar Nasional Pendidikan Sains; “Peningkatan Kualitas Pembelajaran Sains dan Kompetensi Guru melalui Penelitian & Pengembangan dalam Menghadapi Tantangan Abad-21”, Surakarta, 22 Oktober 2016.

[28] Poedjiadi, A. (2019). Sains teknologi masyarakat; Model pembelajaran konstektual bermuatan nilai. Bandung: Remaja Rosdakarya.

[29] Prabowo, S., Surjono, H. D., & Prabowo, M. (2020). Improving virus lesson mastery by using webbased learning media. Proceedings of the International Conference on Online and Blended Learning 2019 (ICOBL 2019), January 2019. https://doi.org/10.2991/assehr.k.200521.033.

[30] Purwanto. (2010). Evaluasi hasil belajar. Yogyakarta: Pustaka Pelajar.

[31] Puspasari, A., Susilowati, I., Kurniawati, L., Utami, R.R., Gunawan, I., Sayekti, I.C. (2019). Implementasi etnosains dalam pembelajaran IPA di SD Muhammadiyah Alam Surya Mentari Surakarta, Science Education Journal (SEJ), 3(1), 25-31. https://doi.org/10.21070/sej.v3i1.2426.

[32] Rahayu, E. W. & Sudarmin. (2015). Pengembangan modul IPA terpadu berbasis etnosains tema energi dalam kehidupan untuk menanamkan jiwa konservasi siswa. Unnes Science Education Journal (USEJ), 4(2).

[33] Richana, A. & Masithoh, D. (2023). Upaya peningkatan hasil belajar IPA siswa kelas IV melalui pendekatan ekspositori di sekolah dasar. Journal of Primary Education, 1(01), 40–46. https://journal.unu-jogja.ac.id/pgsd/index.php/primer/article/view/2.

[34] Dayanty, R. A. D. (2021). Psychological studies of the reality of the student development: reviewed from the theory of Jean Piaget, Lev Vygotsky, Jerome Bruner, & David Paul Ausubel. Social, Humanities, and Educational Studies (SHES): Conference Series, Vol. 4. https://doiDOI: https://doi.org/10.20961/shes.v4i5.66217.

[35] Rohmatulloh, & Winarni, S. (2015). Evaluasi hasil pembelajaran diklat menggunakan disain pretest posttest nonequivalent control group. Prosiding Seminar Nasional Statsisitka III, October, 1–11.

[36] Savery, J. R. (2015). Overview of problem-based learning: definitions and distinctions. In Andrew, W., Heather, L., Hmelo-Silver, C., & Ertmer, P. (Eds.). Essential readings in problem-based learning: exploring and extending the legacy of Howard S. Barrows. Indiana: Purdue University Press. https://doi.org/10.2307/j.ctt6wq6fh.6.

[37] Suastra, I. W., Rapi, N. K., Yasa, P., & Arjana, I. G. (2021). Elaborating indigenous science content into science learning process: a new science instructional model to develop students’ local wisdom-based characters and higher order thinking skills. JPI, Vol. 10, No. 3. doi: 10.23887/jpi-undiksha.v10i3.31176.

[38] Sudarmin. (2015). Pendidikan karakter, etnosains, dan kearifan lokal (konsep dan penerapannya dalam penelitian dan pembelajaran sains). Semarang: Unnes.

[39] Sulistianingsih, N. (2014). Upaya meningkatkan prestasi belajar IPA melalui metode demonstrasi pada siswa kelas V SD Bogo Wijirejo Pandak Bantul tahun pelajaran 2013/2014. Retrieved from https://repository.upy.ac.id/13/1/Artikel%20Nunung%20Sulistianingsih%20%2810144600055%29.pdf.

[40] Sumarni, W., Wardani, S., Sudarmin, & Gupitasari, D. N. (2016). Project based learning to improve psychomotoric skills: a classroom action research. Jurnal Pendidikan IPA Indonesia (JPII), 5(2), 157-163, doi: 10.15294/jpii.v5i2.4402.

Abstract

References

How to cite