ANALYSIS OF STUDENT RESPONSES TOWARD ETHNOSCIENCE BASED DIRECT INSTRUCTION LEARNING MODEL IN LEARNING PHYSICS APPLYING RASCH MODEL APPROACH
Eko Risdianto, Meli Junia Dinissjah, Nirwana, Muhammad Sutarno, Desy Hanisa Putri
University of Bengkulu
Abstract
The problem examined in this study was how students respond to learning with the Direct Instruction Ethnoscience-based that connected the intensity and intensity of material with Bengkulus dol music in teaching and learning activities. The aim of the researchers was to analyze students responses to learning with the model Direct Instruction based on ethnoscience to find out whether the responses given by students were positive or negative. An analysis data using Rasch Model Approach. Student responses are said to be positive if students feel happy about the learning component used, the learning component used is new, students are interested in implementing the same learning in subsequent learning and students are interested in the learning components used. The results of the research obtained were 92% of students gave a positive response to learning with themodel Direct Instruction based on ethnosains. In other words, students are happy with the components of learning that are applied
Keywords: Ethnoscience , Racsh Model Analisys, Critical Thinking Ability,
Topic: Physics Education