<![CDATA[ABSTRAK Pembelajaran IPA dapat dikaitkan dengan konten etnosains. Pembelajaran dengan konten etnosains ini dapat membuat ketertarikan siswa, meningkatkan hasil belajar, serta melestarikan kearifan lokal di Bengkulu. Kearifan lokal tersebut berupa rumah adat tahan gempa yaitu Rumah Rejang yang terletak di Lebong – Bengkulu. Pada saat gempa, rumah Rejang memiliki keseimbangan dari gaya-gaya yang terjadi. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar sebelum dan sesudah penggunaan etnosains dalam pembelajaran IPA konsep gaya dan kategori peningkatannya. Metode yang digunakan dalam penelitian ini adalah kuantitatif yaitu pre-eksperimen dengan menggunakan desain one group pretest-postest. Hasil analisis data menunjukkan bahwa data yang didapat di lapangan dan perhitungan dengan rumus uji paired sample t-test yaitu sig 0,00 < 0,05 yang berarti pembelajaran dengan penggunaan etnosains meningkat secara signifikan. Selanjunya, peningkatan hasil belajar dengan penggunaan etnosains dilihat dari N Gain Score yaitu sebesar 0,58 yang berada pada kategori “sedang” yang berarti terdapat peningkatan yang cukup efektif sesudah penggunaan etnosains dalam pembelajaran IPA pada konsep gaya. Berdasarkan hasil analisis data disimpulkan bahwa penggunaan etnosains dalam pembelajaran IPA konsep gaya dapat meningkatkan hasil belajar IPA siswa di SMP Negeri 04 Kota Bengkulu. Kata kunci: Konsep Gaya, Etnosains, Rumah Rejang ABSTRACT This study aims to determine the differences in learning outcomes before and after the use of etnoscience in science learning force and motion concept to increase students outcomes and the category of improvement. The method used in this study is quantitative, namely pre-eksperiment using a one group pretest-postest design. Collecting data through the instrument of learning outcomes test in the form of multiple choice aimed at 32 students in grades VII-8 in junior high school in four cities of Bengkulu. The instrument of the question has been tested for validity by three expert.then the questions were tested on 31 students (empirical validity). Criteria based on the validity index, it was found that rcount 0,579 > rtabel 0,335, then the question is valid. As for the reliability index criteria that alpha r11 0,84 > 0,70 which means the instrument is about the reliability. This study found that the instrument used to measure student learning outcomes was valid and reliable. Also, good discrimination and moderate difficulty. Furthermore, data analysis in this study is divided into 3 techniques, namely: first is descriptive analysis, second is inferential analysis, and third is N Gain. The results showed that the data obtained in the field and calculated using the paired sample t-test formula, namely sig 0,00 < 0,05, which means that learning by using ethnoscience has increased significantly. Furthermore, the increase in learning outcomes with the use of ethnoscience is seen from the n Gain Score, which is in the “medium” category, which means that there is a fairly effective increase after the use of ethnoscience learning force and motion concept. So, the use of ethnoscience learning force and motion concept can improve students science learning outcomes at State Junior High School 04 Bengkulu city. Keywords: Concept Force annd motion, Ethnoscience, Rejang House]]>
