The effect of ethnoscience-based course review horay learning towards cultural concept understanding and science process skills of the elementary school students

Purpose: This research aims to analyze the effect of the ethnoscience-based course review horay learning model on the understanding of cultural meaning understanding and science process skills of students at the elementary school level. Design/Methodology/Approach: This study is quasi-experimental in nature, with a nonequivalent post-test only control group design. The sample of this study comprised 29 students in the experimental group and 28 students in the control group, making a total sample size of 57 participants. Data was collected using a test method consisting of 10 essay items to measure cultural meaning understanding, and a questionnaire consisting of 30 statements to assess science process skills. Inferential statistical analysis and quantitative descriptive analysis were the two methods used for data analysis. Findings: The research findings showed that the ethnoscience-based course review horay learning model had a significant effect on both cultural meaning understanding and science process skills, both simultaneously and partially. This was demonstrated by a significant difference in mean values and sig value<0.05 for both cultural meaning understanding and science process skills between the experimental and control groups. Conclusion: The findings also suggested that science process skills were more strongly influenced by the ethnoscience-based course review horay model compared to the understanding of cultural meaning, which is indicated by the larger mean difference observed in the former. Therefore, it is recommended that the ethnoscience-based course review horay learning model be utilized as an innovative learning model to address the issue of low levels of both cultural meaning understanding and science process skills among elementary school students.


INTRODUCTION
Science learning involves the integration of all fields of science, namely Physics, Chemistry, and Biology (Januarisman & Ghufron, 2016;Pendem, 2021). Through the process of science, students develop an understanding of concepts related to nature (Mudanta, Astawan, & Jayanta, 2020). Science is constructed on the foundation of scientifically based products, procedures, and attitudes (Kuswanto, 2019), and it encompasses all aspects of student development at the primary education level (Jupriyanto, 2018). Science has a positive impact on the personality development of students as a whole (Arisantiani, Putra, & Ganing, 2017), and it is taught from an early age to provide the students who can collaborate with one another and think critically, methodically, logically, and creatively (Amalia, Putri, & Rezkita, 2019;Ekici & Erdem, 2020). Science learning in elementary schools serves as a tool for the students' education about themselves and the natural environment (Made & Bayu, 2019). Highquality science learning brings an impact on the understanding of students regarding the material being studied. One of the abilities or competencies that are expected to be attained in learning is comprehension (Hidayat, Yandhari, & Alamsyah, 2020). According to Nomleni & Manu (2018), the area of concept comprehension in particular is still relatively low among students. Comprehensive conceptual understanding is an absolute necessity

METHOD
This study uses a non-equivalent post-test only control group in a quasi-experimental design. The experimental group was treated with an ethnoscience-based course review horay learning model, while the control group was treated with a different learning model. A post-test was given to both the experimental and control groups to find out differences in cultural meaning understanding and science process skills between them. The data uncovered by this study include (1) cultural meaning understanding of the students who were taught using the ethnoscience-based course review horay learning model (Y1); (2) cultural meaning comprehends of the students who were not taught using the horay learning model based on ethnoscience (Y1); (3) science process skills of the students who were instructed using the ethnoscience-based course review horay learning model (Y2), and (4) science process skills of the students who received instruction based on the ethnoscientific course review horay learning model (Y2). This research consisted of three stages: search preparation, implementing the research, and concluding the study or experiment. The procedure of the research is presented in Table 1. This study was conducted at five public elementary schools in Patas village, Gerokgak District, Buleleng Regency during the even semester of the academic year 2022/2023 from April to May. The study's population consisted of fourth graders from these five elementary schools : Patas Public Elementary School No.1,Patas Public Elementary School No.2,Patas Public Elementary School No. 3,Patas Public Elementary School No.4,and Patas Public Elementary School No.5. There were 140 participants in the study as the population, and random sampling was used as the sample collection technique. The sampling method known as random sampling gives every component (member) of the population an equal chance of being chosen as a sample member. To ensure that the samples are truly equivalent, an equivalence test was performed using a one-way analysis of variance (ANOVA). Based on the results of ANOVA analysis at a significance level of 5%, an F value of 2.22 was obtained, while the Ftable of 2.43 was obtained with db between groups = 4 and db within groups = 136. Thus, it can be seen that F value < F so that H0 is accepted, and H1 is rejected. According to this statement, it is evident that H1, which states that there is a significant difference in the fourth-grade students' general science examination scores during the odd semester of the 2012-2013 academic year at SD Negeri Patas, Gerokgak District, Buleleng Regency, is rejected. Therefore, the samples are equivalent. Meanwhile, for the selection, a lottery technique was used to divide the two groups into the experimental and control groups. In the lottery process, one class was determined as the experimental group that received treatment using the ethnoscience-based course review horay learning model, and another class was assigned as the control group, which was given a conventional learning model. The experimental group had 29 participants, while the control group consisted of 28 participants. A test and a questionnaire were used to collect data for this study. The test method is one way that is employed to determine the level of individual ability indirectly, and this is done by having people respond to various stimuli or questions that are presented. The test, conducted using essay-style questions, was used to determine the cultural meaning understanding of the students. The steps of the test methods were as follows: 1) creating test instrument grids, 2) developing inquiries in the form of essays, 3) consulting grids. The designed test instrument consisted of 10 items, but only 10 questions were included in the exams given to the students. The test grid is shown in Table 1.

No
Indicators of cultural meaning understanding Indicators 1 Understanding the culture found around that is associated with science learning 1) Exemplifying culture which can be integrated into science learning 2) Explaining the relation between the culture and the science material being studied 3) Interpreting the meaning of the culture integrated in the science learning 4) Proving the relation between culture and the science material being studied 5) Showing the result of investigation about the integration of culture and science learning In order to check the reliability of the test instrument for understanding cultural meaning, it is necessary to perform testing that ensures the accuracy of the test items, the reliability of the test, the level of difficulty of the test items, and the degree of discrimination of the test instrument. The Content Validity Ratio (CVR) formula was used to evaluate the validity of the test instruments for understanding cultural meaning. The calculation for each instrument item's CVR yielded a result of 1, and the overall CVR for all instrument items for understanding cultural meaning was 10. Therefore, it can be determined that each instrument item meets the criteria for validation in the CVR formula. The instrument for understanding cultural meaning was put through a content validity test using the Content Validity Index (CVI) formula, and the results showed that the instrument passed with a score of 1, which is considered very good according to the CVI formula's rules for all instruments' content validity. The Alpha Coefficient was used in the reliability test of the cultural meaning understanding instrument where the data were in polytomies with a result of 0.85, which falls within the range of 0.60 <r11 ≤ 0.85. Therefore, the cultural meaning understanding test's reliability meets strict requirements. Out of the 10 questions created, 7 questions rated as medium and 3 questions were rated as a high difficulty for the cultural meaning understanding test items. The degree of difficulty for the test instrument falls under the category of medium criteria. The science skills were measured using a questionnaire collection method. The developed questionnaire consists of 5 choices, namely strongly agree, agree, sufficient, disagree, and strongly disagree. The number of instruments was 30 consisting of 12 dimensions, which were further developed into 24 indicators. Table 2 displays a grid that is more comprehensive. It was necessary to test the reliability, the validity of the instrument items, and the validity of the instrument content in order to determine whether the scientific process skill questionnaire was valid. The CVR formula was used to evaluate the questionnaire's content validity. The validation requirement for each instrument item in the CVR formula was declared valid if the result of the calculation of each instrument item was 1, and the total CVR for all science process skills instrument items was 30. The reliability test of the questionnaire was carried out using SPSS. The content validity yielded a result of 0.85, which is considered to be very strong. The Cronbach's Alpha value of the analysis obtained from the reliability test of the questionnaire using Statistical Packages for Social Sciences (SPSS) was 0.81, indicating that the questionnaire was extremely reliable.

1
Observing 1) Using one or more senses to collect information about objects/events 2) Identifying object characteristics (Shape, color, size, and texture) 2 Classifying 1) Identifying characteristics that are useful for classifying objects 2) Developing and using a classification system in tabulation or visualization form 3 Measuring 1) Measuring under given conditions using appropriate units with appropriate degree of accuracy 4 Using space/Time relationship 1) Describing the position/condition of the object (At first, during the process, and after the process ends) 2) Describing the condition of the object compared to other objects 5 Using numbers 1) Calculating results from raw data 2) Solving theoretical problems to improve academic ability by using pictures/mathematics to show scientific meaning 6 Communicating 1) Changing information into other forms, such as graphs, tables and diagrams 2) Examining the data presented in the form of graphs, tables, etc.

7
Predicting 1) Using the facts to formulate the next process sequence 2) Using patterns/relationships to calculate cases in which no information is collected 8 Inferring 1) Analyzing the causes and effects of decisions 2) Organizing the observed data in a logical order that helps possible solutions 9 Variable identification and control 1) Determining the independent, dependent, and control variables identifying the variables that may have an impact on the outcomes of the experiment, and keeping the majority of them constant despite manipulation with the exception of the independent variables 10 Interpreting data 1) Identifying the relationship between variables, from the graph/table given from the data (Connecting with the investigation) 2) Drawing conclusions from the data by determining a clear pattern 11 Formulating hypothesis 1) Identifying questions/statements that can be tested or cannot 2) Constructing assertions that can be tested through experimentation, such as questions, inferences, and predictions 3) Stating the expected results of the experiment 12 Experimenting 1) Using safe procedures during investigations 2) Using the appropriate equipment Inferential statistical analysis and descriptive analysis are data collection techniques used in this study. Post-test data were analyzed as part of the descriptive analysis, which included mean, standard deviation, maximum and minimum values. The inferential statistical analysis used was the MANOVA test with prerequisite tests in the form of the Kolmogrof-Smirnov normality test, the homogeneity test using the Levene statistic, the Box's Test of Equality of Covariance Matrics, and the multicorrelation test. All tests were carried out using SPSS 25.0 for Windows.

RESULTS
After receiving instruction in accordance with the learning design, the results showed that there was an increase in cultural meaning understanding and students' science process abilities that were taught using the ethnosciencebased course model. The results of the descriptive analysis are presented in Table 3. Based on the research findings, there were differences in the students' cultural meaning understanding and science process skills, as indicated by differences in the mean value. The mean difference of the cultural meaning understanding between students who were instructed utilizing the ethnoscience-based course review horay learning model and those who were not was 3.98, in which the mean value of the students who were instructed utilizing the ethnoscience-based course review horay learning model was higher. Meanwhile, the mean difference of the science process skills between the students who were instructed utilizing the ethnoscience-based course review horay learning model and those who were not was 4.34, in which the mean value of the students who were instructed utilizing the ethnoscience-based course review horay learning model was higher. The results also show that the science process skill variable is more influenced than the understanding of cultural meaning, this is indicated by the greater mean difference. The findings also indicate that the science process skill variable is more influenced than the cultural meaning understanding variable since the mean difference is higher.

DISCUSSION
The study findings indicate that the ethnoscience-based course review horay learning model has a significant impact on both cultural meaning understanding and science process skills, both simultaneously and partially. This condition undoubtedly affects the way learning is conducted, as students have opportunities to actively learn and determine the type of learning they want based on their culture. Integrating Culture in the educational process increases the significance of learning, allowing students to investigate and internalize their knowledge, leading to experience and social emotional development (Bressington, Wong, Lam, & Chien, 2018;Kostiainen et al., 2018). The use of the ethnoscience-based course review horay model further strengthens this meaningful learning. The application of this model increases students' interest in the educational process by incorporating games into learning. Learning through games encourages the students' enthusiasm for education. Student interest is a crucial factor in learning success, and this enthusiasm is a result of the students themselves (Yunitasari & Hanifah, 2020).
Interests play a significant role in the students' lives and have a great impact on their attitudes and behavior (Aprijal, Alfian, & Syarifudin, 2020). High enough interest will affect learning activities (Ardies, De Maeyer, & Gijbels, 2015;Mauliya, Relianisa, & Rokhyati, 2020), which later influences the learning objectives (Hurriyyah,  2017). Therefore, students who actively participate in their learning will have a significant impact on cultural meaning understanding. The learning application of the ethnoscience-based course review horay learning model improves the learners' understanding. Students' understanding is related to various concepts which are in accordance with the material they master and is used to achieve learning objectives (Deliany, Hidayat, & Nurhayati, 2019). Students' understanding is not just memorization, but their ability to give meaning related to the subject matter being studied. The students' comprehension of the subject matter greatly helps to improve their ability to think at the next level (Fitriana & Yuberti, 2019). The integrity of the concepts possessed by students can help form a complete scientific framework as well (Putri et al., 2020).
In applying the ethnoscience-based course review horay learning model, the understanding obtained by students is not only related to the background material but also the development of cultural meaning understanding, which becomes more complex considering that this model is based on ethnoscience in which the learning provided is integrated with existing culture in society. Ethnoscience is the process of bridging the gap between social science and scientific knowledge (Dinissjah et al., 2019;Saputra, 2016). Ethnoscience that lives and develops in society still belongs to the knowledge of concrete experience as a result of the interaction between culture and the natural environment (Wulandari et al., 2018). Cultural values that are incorporated into the educational process are presented in the course review horay learning syntax, which has an impact on increasing the students' ability to understand cultural meaning. The students' understanding is improving because the syntax of the ethnoscience-based course review horay learning model makes learning more comfortable and engaging with the inclusion of games. As we know, peer learning facilitates students' learning and can have a positive impact on their social-emotional development. Peer learning motivates students to participate actively in their education, promotes self-learning, and fosters collaboration among peers (Gabriele, Holthaus, & Boulet, 2016;Oh, 2019). Peer-based instruction also reduces anxiety and stress and increases students' self-confidence, as peers guide, help, and provide feedback to one another (Andersen & Watkins, 2018). Peer-based instruction also reduces anxiety and stress and increases students' self-confidence, as peers guide, help, and provide feedback to one another (Han, Baek, & Jeong, 2015;Stone, Cooper, & Cant, 2013). Based on these explanations, it is important to create a conducive learning environment that allows students to communicate their learning goals. The ethnoscience-based course review horay learning model meets this expectation and can positively impact the students' attitude toward science and their level of understanding during the learning process. The concept of integrity possessed by the students can help to form a complete scientific framework as well (Putri et al., 2020). The formation of a complete scientific framework is the basis of science process skills. The students' concepts understanding will be developed well if they learn through independent learning. The application of the ethnoscience-based course review horay learning model has been found to affect both scientific process ability and understanding of cultural meaning at the same time, consistent with previous research findings. In this learning process, a problem, issue, or scientific phenomenon is identified using science process skills (Idris et al., 2022;Rosana et al., 2021), and new knowledge is imparted to encourage students to seek facts and concepts on their own (Ekawati et al., 2018). The practice of science process skills occurs during the process of observing, classifying (grouping), communicating, predicting, inferring (concluding), formulating hypotheses, interpreting (analyzing), controlling variables, as well as designing and conducting experiments (Elfeky et al., 2020;Ihsan et al., 2017;Setiawan & Sugiyanto, 2020). These skills are well developed in the application of the ethnoscience-based course review horay learning model. The cooperative learning model known as CRH is enjoyable and helps students become more competitive in their learning. Additionally, it can develop critical thinking skills and improve the concepts learned (Chilmi et al., 2019;Masruddin, 2019). Learning with the CHR model attracts and encourages students to be able to involve directly and trains student cooperation, so the theory delivery will not be monotonous. Consequently, it can attract the students' attention and increase their motivation to focus on the lesson (Triyanti et al., 2018). With this learning model, the students will be stimulated to hone their problem-solving abilities. In the current study, the problems that should be solved were cultural problems integrated with science learning. These problems were carried out through a scientific process that will produce a clarification or solution related to the problem being faced. By familiarizing students with scientific processes, they will certainly be able to improve their science process abilities. The results of this study also demonstrate that scientific reasoning abilities are more influenced than understanding cultural meanings. This is certainly inseparable from how this learning is conducted. In this learning, the students are invited to learn by presenting and demonstrating the material of the topic being studied, which in this case, is studied from the culture that exists in the student community. Before being able to present or demonstrate the material, the students are expected to investigate through the scientific process. By doing scientific activities, students are certainly accustomed to it and able to develop other process skills. With the existence of science process skills, it will undoubtedly affect the achievement of learning goals and have an impact on how students learn. Science processing abilities can grow the critical thinking skills of the students, Kurniawan et al. (2020); Darmaji et al. (2021); Firmansyah and Suhandi (2021). Process skill will affect scientific attitude (Juhji & Nuangchalerm, 2020;Zeidan & Jayosi, 2014), and science skills may provide science concept understanding (Tan et al., 2020). Consequently, science process abilities will advance problem-solving abilities. The current research is different from existing studies as it collaborates the CRH model with ethnoscience, specifically integrating the Balinese culture into daily lessons. This learning model has yielded significant results, as students have developed an understanding of cultural meaning and science process skills. The aim of this model is not only to provide knowledge of the community's culture but also to understand its significance. Moreover, this model enables students to acquire science process skills that apply to studying culture and learning science. Therefore, the ethnoscience-based course review horay learning model is anticipated to enhance the learning process. However, this study has limitations, as the sample size is small, and it is recommended to conduct further research with a larger sample size.

CONCLUSION AND RECOMMENDATIONS
The study results indicate that the ethnoscience-based course review horay learning model has a significant impact on both understanding the cultural meanings and the science process skills, both simultaneously and partially. The mean value reflects the students' understanding of cultural meaning and scientific methods. Additionally, the outcomes suggest that science process ability variable is more influenced than the cultural meaning understanding which is indicated by the larger mean difference. Therefore, it is recommended to utilize the ethnoscience-based course review horay learning model as an innovative learning model to address the issue of low understanding and science process skills.