Etnoliterasi Sain Melalui Keterampilan Menulis Monograf pada Mahasiswa Prodi Pendidikan Guru Sekolah Dasar di UPI Kampus Tasikmalaya

Abstract

The limitations of integrating science ethnoliteracy into writing instruction and the low ability of PGSD students to produce in-depth scientific papers form the basis of this study. The purpose of this study is to develop a science ethnoliteracy-based monograph writing learning model to improve students' knowledge, scientific attitudes, and writing skills. This study uses a research and development (R&D) method with the ADDIE model through the stages of needs analysis, design, development, implementation, and evaluation. The results show that the developed learning modules and tools obtained excellent validation from design experts with a score of 82.5%, from subject matter experts with a score of 90%, and from practitioners with a score of 88.75%. In addition, a readability test involving 10 students resulted in a score of 90.25%, indicating that the modules are easy to understand and relevant to learning needs. This study concludes that the application of the science ethnoliteracy-based learning model in monograph writing effectively improves students' academic writing and contextual scientific literacy skills, making it suitable for use as a learning innovation in PGSD environments.