Abstract

This study endeavors to harness this invaluable traditional wisdom and leverage it for pedagogical purposes by integrating the ethnoscience of the sasak tribe into science education, thereby enriching the learning experience in the realm of science. The primary objective of this investigation is to assess the effectiveness of incorporating ethnoscience of local natural pesticide, gule beaq, and serbat into science project instruction and its impact on student performance. This research adopted a preexperimental research approach, utilizing a pretest-posttest noncontrol group design, with 34 of chemistry education study program students actively participating in the science project learning of Natural Product Chemistry major. Evaluation of student performance was carried out through meticulous assessments of their practical skills and the compilation of comprehensive portfolios. Data analysis was conducted employing the N-gain method to quantify the extent of improvement. The results of this study unveiled a consistent and progressive enhancement in student laboratory performance across three successive practical sessions, with mean performance scores of 75.52, 79.60, and 87.76, respectively. The calculated N-gain values, although categorized as modest, exhibited positive increments across each practical session, registering scores of 0.015, 0.070, and 0.181 relative to the initial performance level. These empirical findings collectively underscore the potential efficacy of integrating ethnoscience into science teaching materials as a unique and impactful means to bolster student performance on execute project, thus illuminating new pathways for innovative science education.

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