The Influence of Biodiversity Teaching Materials Based on Ethnobiological Studies on Students' Scientific Reasoning

ABSTRACT


INTRODUCTION
Scientific reasoning is the ability to think using logic and arrange regularly based on steps to solve a problem. According to Bao et al. (2009), scientific reasoning is the ability to think and reason through investigative activities and experiments and draw conclusions based on facts and arguments to compile and modify a theory about nature and society. Scientific reasoning is essential to practice because it is a foundation for developing other skills, such as critical thinking skills (Handayani et al., 2020). The results of students' scientific reasoning abilities are varied. Students' scientific reasoning at MA Negeri 1 Indramayu is in the medium category (Luzyawati &;Lissa, 2020). For some students, scientific reasoning is in a low category (Viyanti et al., 2021;Rimadani & Diantoro, 2017).
In addition, based on data from the Organization for Economic Co-Operation and Development showed that Indonesian students' low scientific reasoning ranks 60th out of 65 countries, with a score of 385, relatively low compared to the OECD average of 501, especially on a science scale (OECD, 2009). Scientific reasoning is the ability to think systematically and logically to solve problems using the scientific method, including evaluating facts, making predictions and hypotheses, defining and controlling variables, designing and conducting experiments, collecting and analyzing data, and drawing conclusions (Purwana et al., 2016;Koenig et al., 2012;Handayani et al., 2020).
Various factors influence the low scientific reasoning of students. One of the factors causing students' low scientific reasoning is that the teaching materials used do not train students to reason scientifically (Viyanti et al., 2021). Students' scientific reasoning needs to be trained and improved. Rimadani & Diantoro (2017) state that students' scientific reasoning abilities are still lacking, so they must be improved. Some studies show that students' scientific reasoning is still in the low to medium category range. Therefore, learning is needed to improve students' scientific reasoning to reach the highest category of scientific reasoning (Safitri et al., 2018). Based on the results of an interview with one of the biology teachers at MAN 1 Indramayu, teachers have never applied learning using biodiversity teaching materials based on ethnobiology studies or unique teaching materials related to local wisdom, so learning has not emphasized the value of local wisdom. In addition, the teaching materials used have not varied, namely still utilizing existing school facilities in the form of student worksheets (LKS) and package books (for teacher handbooks). Students only use LKS as a learning tool, while textbooks are rarely used because the number is limited.
One solution that can be done to improve students' scientific reasoning is to use teaching materials that contain values or events based on daily life in the surrounding environment, such as teaching materials based on ethnobiology. In this research, the teaching materials used are biodiversity teaching materials based on ethnobiology studies. The teaching book is a biodiversity textbook based on ethnobiology studies of the Losarang Dayak Tribe developed by Luzyawati &;Lissa (2020). The advantages of using teaching materials in the form of biodiversity books based on ethnobiology studies, namely presenting everyday contextual problems that require questions with honest answers. In addition, students can get to know and explore knowledge about local wisdom in their area, so the learning resources used are closer to the student's living environment. Suitable teaching materials are teaching materials that come from the student environment so that the content is adjusted to student needs. Learning will be more meaningful if there is a relationship between the material and the student environment (Monita et al., 2021). This study aims to determine whether or not there is an influence of biodiversity teaching materials based on ethnobiology studies on the scientific reasoning of students at MA Negeri 1 Indramayu.

METHOD
This research was conducted in a quantitative type. The research design used a namely true experimental design. The type of design used is a post-test-only control design. This research will be carried out in the odd semester of the 2022/2023 Academic Year at Madrasah Aliyah Negeri 1 Indramayu, located on Jl. Soekarno Hatta No. 4 Indramayu, Indramayu Regency, West Java. The VOLUME 7 No 2 JAN 2023 population in this study is all grade X students at MA Negeri 1 Indramayu for the 2022/2023 Academic Year consisting of three classes, namely X MIA 1, X MIA 2, and X MIA 3 totaling 89 students. The sample in this study was class X MIA 1 with 30 students as an experimental class and class X MIA 3 with 29 students as a control class. The sampling technique in this study used random cluster sampling. The research instrument used was a description test of 14 questions and questionnaires. Based on ethnobiology studies, the questionnaire determines students' perceptions of biodiversity teaching materials. Student perception was measured using the Likert scale. The indicators of scientific reasoning are presented in Table 1. The categories of students' level of scientific reasoning are presented in Table 2.

RESULTS AND DISCUSSION
Scientific reasoning can be defined as the ability to think systematically and logically to solve problems using the scientific method, including evaluating facts, making predictions and hypotheses, defining and controlling variables, designing and conducting experiments, collecting data, analyzing data, and drawing a conclusion (Purwana et al., 2016;Handayani et al., 2020). Students' scientific reasoning can be done through eating learning (Anjani et al., 2020). Ethnobiology-based biodiversity VOLUME 7 No 2

JAN 2023
teaching materials are based on local wisdom (Luzyawati &;Lissa, 2020). This study measures scientific reasoning using biodiversity teaching materials based on ethnobiological studies. The ability of scientific reasoning between the experimental class and the control class was measured using mean values, standard deviations, and parametric statistical tests because, based on normality and homogeneity tests, obtained results that the data were normal and homogeneous. Normality tests were used by IBM SPSS program version 20. The normality test results can be seen in Table 3. Based on Table 4. it is known that the value of Sig. is 0.057 > 0.05. Since the significant value in the homogeneity output table is more significant than 0.05, it can be concluded that the data variance between the experimental and control groups is equal or homogeneous. The results of parametric statistical tests were carried out using the help of the IBM SPSS program version 20. The results of the hypothesis test can be seen in Table 5.     Lawson (2004). It can be seen from Fig. 1  However, among the six indicators of scientific reasoning, the lowest indicator is hypotheticaldeductive reasoning which is in the medium category.
Students' scientific reasoning after learning using teaching materials in the form of biodiversity books based on ethnobiology studies is in the high category, as seen in problems. In the learning process, human resources are needed to think and reason scientifically to solve all existing problems (Palenewen &;Hardoko, 2018).
Based on the questionnaire results, students' interest or interest in biodiversity teaching materials based on ethnobiology studies is in a strong category. This result occurred because the teaching materials are unique and based on local wisdom, so it causes interest. The introduction to the biography book presents Indonesia's biodiversity juxtaposed with the Losarang Dayak Tribe, such as origins, founders, and philosophies that can trigger curiosity and stimulate students' interest in learning (Luzyawati &;Lissa, 2020). Based on the questionnaire results, flexible indicators are in a strong category. The material on biodiversity teaching materials based on ethnobiology studies is presented briefly, concisely, and clearly. It contains essential concepts, and the book print is not too thick, so it is light to carry anywhere and be studied anytime without being bound by time. Flexible teaching materials are easy to use (Viyanti et al., 2021).
Conservation reasoning indicators are in the high category. An object that can be seen in reali life and has different characteristics can spur students to think logically about what they see, to improve scientific reasoning skills. Learning related to objects, varied objects, and phenomena in natural or realistic life helps students think systematically using their reasoning power (Haryanti, 2017).
Based on the questionnaire results, students' motivation for biodiversity teaching materials based on ethnobiology studies is in a strong category. This result occurred because the book contains illustrations and pictures encouraging students' desire to learn. These textbook illustrations make understanding the material more accessible, clarify information, and add variety to learning and motivation (Reski et al., 2016). Based on the questionnaire results, the summary indicator is in a strong category. The summary makes learning activities faster and more efficient and helps to understand the material concisely. The summary of the teaching material contains main concepts that make it easier for students to remember, understand and master the material more simply (Masyitah et al., 2021).
. Indicators of probabilistic reasoning are in the high category. Students read books and discuss and conduct investigations related to problems contained in books. Learning that presents concrete problems allows students to be required to think scientifically. Learning in schools that involve scientific investigation can develop students' scientific reasoning abilities (Shofiyah et al., 2018).

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Based on the questionnaire results, the reading indicator is in a strong category. This result occurred because the teaching materials presented were interesting. Interesting teaching materials generate interest in reading. Interesting teaching materials cause the desire to read and help students understand the material, and learning does not seem boring (Masyitah, 2021). Based on the questionnaire results, the material presentation indicator is in a strong category. Most students feel that the material presented in biodiversity teaching materials based on ethnobiology studies is complete. The material presented in biodiversity teaching materials based on ethnobiology studies is equipped with pictures, examples, tables, illustrations, biodiversity concepts, and summaries. The complete presentation helps students understand the material (Luzyawati &;Lissa, 2020).
Indicators of correlational reasoning are in the high category. Students are asked to read books, discuss, understand, and identify problems by exploring all their knowledge to describe the interrelationships between observed variables. Students must be encouraged to think openly in problem-solving to develop their knowledge (Haryanti, 2017).
Based on the questionnaire results, students' learning independence towards biodiversity teaching materials based on ethnobiology studies is in a strong category. Student participation in independent learning makes it easier to understand the concept of the material. Using teaching materials in the form of books facilitates students to learn independently (Farida, 2018). Based on the questionnaire results, indicators of language use are in a strong category. This result occurred because the language used in biodiversity books is simple and uses everyday language, so it is easy to understand. The use of language in high school teaching materials is adjusted to students' cognitive development, which is not complicated and not too simple (Luzyawati &;Lissa, 2020).
Indicators of hypothetical-deductive reasoning are in the medium category. Students are allowed to discuss and analyze based on case studies in books. Students are required to find solutions to problems using logical thinking, which allows them to find solutions to problems, thus training them to reason. The ability of scientific reasoning equips students to obtain solutions to solve all problems that occur in everyday life (Yulianti &;Zhafirah, 2020 Students will quickly understand the material if the events can be seen directly in real life. Learning resources from the surrounding environment train students to relate material concepts to everyday life. Material from the student's environment makes learning more meaningful, so there is a match between students' knowledge and applications in everyday life (Jannah et al., 2018).
The students' perceptions of biodiversity teaching materials based on ethnobiology studies consist of twelve indicators proposed by (Luzyawati &;Lissa, 2020;Viyanti et al., 2021). The results

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of the percentage of student perceptions of biodiversity teaching materials based on ethnobiology studies can be seen in Table 8.

CONCLUSION
Based on the results of the research that has been done, it can be concluded that there is a significant influence of biodiversity teaching materials based on ethnobiology studies on the scientific reasoning of students at MA Negeri 1 Indramayu. Students' scientific reasoning after learning using biodiversity teaching materials based on ethnobiology studies is in the high category based on the average results of scientific reasoning indicators.