Task 4-Reviewing Journal _Lavenia Puspa Anggreiny(4213121007)_PESP 2021.pdf

ppt

1. Journal Review
Journal Review
by: Lavenia Puspa Anggreiny (4213121007)
PESP-2021
T
ask 4

2. Journal 1
Title : Enhancing Critical Thinking through
Ethnoscience-Integrated Problem-Based
Learning: A Comparative Study in Secondary
Education
Name of Journal : International Journal of
Ethnoscience and Technology in Education
(IJETE)
Authors : Yusuf Sarkingobir & Abdulaziz Bello
Publication Year : March 2024
Vol/No : 1/1
DOI: https://doi.org/10.33394/ijete.v1i1.10878
Pages: 1-14
Identity of Journals
Title : The Analysis of 21st Century Learning
Implementation and Competency Achievement of
Junior High School Students in 3T Regions
Name of Journal : Innovative Journal of Curriculum
and Educational Technology
Authors : Gunadi Gunadi, Haryono Haryono, Eko
Purwanti
Publication Year : June 2022
Vol/No : 11/1
DOI:
https://journal.unnes.ac.id/sju/index.php/ujet/article/
view/
Pages: 10-18
Journal 2

3. SYNOPSISSYNOPSIS
The purpose of this study was to examine the
benefits of combining ethnoscience and PBL
with student-centered, culturally relevant
learning to make learning more meaningful
and directly applicable to students' lives. The
methodology of this study utilized a non-
equivalent control group design with
purposive sampling involving 66 students. The
key finding of this journal is that there is a
significant increase in the critical thinking skills
of the experimental group using the PBL
curriculum enriched with ethnoscience.
Journal 1
The purpose of this study is to analyze the
implementation of 21st century learning and
the achievement of student competencies in
3T areas for junior high school students. The
methodology is descriptive - analytical
qualitative with case study research type. The
key finding of this research is that it shows
that the implementation of 21st century
learning in junior high school of 3T region
shows moderate or medium category with
communication skill score of 74% is the
highest.
Journal 2

4. TREND IDENTIFICATIONTREND IDENTIFICATION
21st century skills include critical,
creative, collaborative and
communicative thinking skills, as well as
information, media and technology
literacy. This journal examines one of
the main trends of learning in the 21st
century, namely critical thinking skills,
with the effect of an integrated
problem-based learning model with
ethnoscience.
In the Journal, the focus of this
research is on the implementation of
21st century learning and
competencies which include critical
thinking and problem solving skills,
communication and collaboration
skills, creativity and innovation, as
well as information and media
literacy which means this journal
discusses all skills in the 21st century.
Journal 1 Journal 2

5. METHODS AND APPROACHESMETHODS AND APPROACHES
This study adopted a non-equivalent
control group design, which used two
groups: a control group and an
experimental group selected through
non-probability and purposive
sampling. The experimental group used
a problem-based learning model
integrated with ethnoscience (X), while
the control group used traditional
expository teaching (Y).
The method of the research was
qualitative and the type of the
research was case study. The
research locations were in five
schools. The respondents of this study
were 3 principals, 26 teachers, and 15
students. The implementation included
three main things namely planning,
implementing, and evaluating the
learning process.
Journal 1 Journal 2

6. RELEVANCERELEVANCE
This journal has relevance in the current
educational context, namely: the importance of
crisis thinking skills, problem-based learning,
ethnoscience integration. In an increasingly
multicultural society, an ethnoscience approach
can help students to appreciate and understand
cultural diversity and local knowledge.
Ethnoscience-integrated problem-based learning
allows students to connect their learning to their
local context. This makes learning meaningful for
students as they see how the material learned
can be applied in their daily lives.
Journal 1
This journal is highly relevant to the
challenges and changes in the education
system in the 3T areas. The educational
challenges specific to the 3T regions are
about implementing 21st century skills in the
context of the regions' limited resources and
infrastructure. The journal discusses the
development of 21st century skills, such as
critical thinking skills, creativity, collaboration,
communication, digital literacy, etc. that are
important today and should be applied equally
across regions.
Journal 2

7. Comparison Between Journals
The Finding
Journal 1 : This journal shows a significant increase in the critical thinking skills of the experimental
group, as evidenced by their pretest and posttest scores, compared to the control group.
Journal 2: The results showed that the implementation of 21st century learning in junior high schools in
the 3T region showed a moderate or medium category. Learning plans that contain 21st century
competencies are not explicitly seen in the lesson plans made by teachers and the use of ICT in the
learning process is still low.
Tren Identify
Journal 1: This journal examines one of the main trends of learning in the 21st century, namely critical
thinking skills
Journal 2: Tren identify include critical thinking and problem solving skills, communication and
collaboration skills, creativity and innovation, as well as information and media literacy
The Finding and Tren identify

8. Comparison
Between Journals
The similarity between the two journals is that
they both discuss 21st century skills.
The similarities
Journal 1 discusses the relevance of culture to science education by applying ethnoscience, while
journal 2 discusses the achievement of competencies of junior high school students in frontier,
outermost, and disadvantaged areas.
Journal 1: The research location was in a Nigerian secondary school involving 66 students divided into
experimental (n=31) and control (n=35) groups. Journal 2: The research locations were in five schools
with the respondents of this study were 3 principals, 26 teachers, and 15 students.
The difference

9. Conclusions andConclusions and
Personal ReflectionsPersonal Reflections
Through these two journals, I am
aware of the importance of integrating
cultural and scientific contexts in
learning for students to learn actively,
challenging them to think critically
and creatively in solving complex
problems. It is also important to pay
attention to students' social, economic
and cultural contexts in designing
relevant curriculum and learning
methods.
This study reveals that the implementation of 21st
century education and learning competencies is
essential to significantly improve student
achievement especially in 3T areas. The use of
Ethnoscience can also be applied as an integrated
approach helping students to relate learning
material to their social and cultural context,
which in turn increases their interest and
understanding of the material. Through this
approach, students not only acquire knowledge,
but also in-depth critical thinking skills.

10. Thank You
by: Lavenia Puspa Anggreiny (4213121007)
PESP 2021