How is Students’ Creative Thinking Skills? An Ethnoscience Learning Implementation

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INTRODUCTION
Sophisticated digitalization system seems to erode the rooted tradition in society (Peters & Jandrić, 2017;Schröder, 2019). Information and technology have become the basis in human life (Alreemy, Chang, Walters, & Wills, 2016;Rondan-Cataluña, Arenas-Gaitán, & Ramírez-Correa, 2015). In this era, it is important to produce creative graduates, master the technology, and able to compete in the global era (Barry, 2016), yet, still upholds cultural traditions.
Science learning carried out so far is still very formal and cannot explore students' creative ideas (Chasanah, Khoiri, & Nuroso, 2016;Rohmadi, 2018). Moreover, students as prospective educators must be able to understand learning models that can help them to understand the environment, traditions, culture, and apply the science concepts in the environment.
Offering to learn through the ethnographic approach is needed to provide teaching materials based on local potential oriented to the environment, so that it can provide information on the potential that exists in the area and can be developed into creative ideas (Khoiri, Syifa, & Mubin, 2018;Khoiri & Haryanto, 2018). Teaching materials with the ethnoscience approach can be used as a reference to equip students with knowledge and character that respects the local culture (Arlianovita, Setiawan, & Sudibyo, 2015;Fitriani, 2016;Vitasurya, 2016).
Based on the results of previous studies, ethnographic-based learning can improve science process skills and student appreciation (Atmojo, 2012), learning achievement (Okwara & Upu, 2017), and the ability to use scientific knowledge (science literacy) (Sudarmin, Mastur, & Parmin, 2014). Through ethnoscience-based learning, individuals increasingly master the concepts of science in culture because they learn directly in the environment (Becker & Park, 2011) so that the form of appreciation in the form of curiosity and attention to the traditions and culture of the community increases (Okwara & Upu, 2017).
Ethnographic-based learning is still very rarely done in Indonesia, although there are, these studies still have not shown how much ethnoscience influences individual creative thinking abilities. This research offers knowledge about how much ethnoscience learning influences the ability to think creatively, and the processes of implementing ethnoscience in learning.

METHODS
This type of research is a quasiexperimental one-group pretest-posttest design. The study population was all students of Physics Education at the Universitas Sains Al-Qur'an (UNSIQ) Wonosobo, which consisted of 286 students. Through purposive sampling technique, 31 seventh-semester students who were taking Environmental Physics courses were selected.
The data collection method used was the TTCT (Torrance Test Creative Thinking). Creativity test was in the form of a description of Braak's theory, hydrostatic pressure, and expansion. In-depth interviews were conducted with Carica farmers and tobacco farmers. Interviews with Carica farmers were conducted to dig up information about the Carica fruit harvest time, and interviews with tobacco farmers were conducted to dig up information on processing tobacco waste. Documentation of the profile of the surrounding environment in the Dieng Plateau area to study the Braak's theory and student questionnaire responses to ethnics learning to determine the feasibility of learning.
The T-test analysis technique used was the Lisrel 8.8 Second-Order CFA application to find out the effectiveness of ethnoscience learning in increasing student creativity. The creativity indicators are presented in table 1.

Fluency
-Skills to spark ideas, answers, problem solving -Skills to provide methods or advice -The skill of thinking about alternative answers

Flexibility
-Skills generate ideas, answers or questions that vary -Skills in seeing problems from different points of view -The skill of looking for many different alternatives Originality -Ability to give birth to new and unique expressions -Thinking about an unusual method -Ability to combine Elaboration -The skill of developing ideas -Skills detailing an object Redefinition -The skill to redefine creative products that are not yet perfect The entire research process is illustrated in the following chart Figure 1,

RESULTS AND DISCUSSION
Ethnoscience learning always links learning with the culture of the local community. In this study, learning is associated with the culture and traditions of the people of Wonosobo Regency, Central Java Province. Learning resources studied in learning environmental physics are presented in table 2.

Analysis of the Dieng Plateau Height on Braak' Theory.
Carica plants are part of the local potential of the Wonosobo district which cannot live in other areas. In this research, one form of creativity carried out is to formulate problem-solving. Students gave a temporary suspicion that the Carica Plant could only grow in Wonosobo because of differences in height and special characteristics in the Dieng plateau. The learning process is carried out by measuring the temperature using a thermometer and experiments on Carica plants to analyze the height of the Dieng plateau developed in environmental physics learning (Diki, 2014).

Ethnoscience Based Learning on Creative
Thinking Ability

Student of Physics Education Universitas Sains Al Qur'an
The sample 31 Seventh-semester students taking environmental physics courses

Data collection Creative Thinking Test Torrance, Interview and Documentation
Data analysis T-test uses the Lisrel 8.8 Second-Order CFA application

Conclusions Theoretical Study
Hypothesis Formulation

Based on Hypothesis
The smooth thinking of students can be seen from the process of observing temperatures in the Dieng plateau with three different locations to identify whether there are differences in temperature that cause Carica plants to grow. Because Carica plants only grow in Dieng locations (Minarno, 2015). This has become an important factor in encouraging students to find reasons for the phenomenon so that students' creative thinking and positive attitudes towards the environment can be cultivated (Kutlu & Gökdere, 2015;Şener, Türk, & Taş, 2015). In addition to solving it, students are also required to study the problem through the study of Braak's theory (Fitria & Wisudawati, 2018).
The height of a place on the surface of the earth affects the high and low temperatures and pressures of an area. the higher an area, the lower the air temperature will be. each land elevation of 100m will decrease by 0.61 °C but for dry air, the air temperature drops 100 °C. Braak' Theory: t: 26,3°C− 0,61°(1379)

100
(1) Dieng is a plateau area located on the island of Java with a land height reaching 2400 meters above sea level. Fruitproducing plants that can only grow in its low-temperature areas, namely Carica fruit (Caricapubescens) (Minarno, 2015). Carica plant is endemic because it can only grow at an altitude of 1500-3000 m above sea level. Figure 2 shows the Carica plant and the Dieng plateau. at an altitude of about 1300-2400 above sea level. The Dieng region represents a height approaching 2000 meters, the parallel region represents a height approaching 1700 meters, the Garung area represents a height of around 1300 meters, so that it can be systematically calculated: : 28,5 °C -14,5 °C :14,0 °C The height of the Garung region which is 1019 above sea level produces a temperature of 22.3 ° C, the Aligned area of 1379 above sea level produces a temperature of 20.1 ° C and the Dieng region of 2306 masl produces a temperature of 14.0 ° C, the higher the region, the lower the temperature environment around it. Carica trees only live in the Dieng region. Temperature is a measure of how hot or cold a system is. The higher a plateau, the lower the air pressure, therefore the density of air is also smaller. If the air density is getting smaller, the number of airborne particles will be less unified in volume. Therefore the higher the terrain, the lower the temperature.
Learning to foster student creativity has three principles: diversity and clear teaching strategies, an emphasis on developing student creativity and developing studentfocused teaching. (Amabile, 1997;Ann Coughlan, 2007;Guilford, 1950;Simonton, 2012). The improvement of students' creative thinking skills is in line with the research conducted (Fatimah Nur, Sri Susilogati Sumarti, 2017), so that (Piirto, 2011) reinforces that ethnics learning resources by exploring learning resources in the environment will bring up creative ideas.

Making Tobacco Extract Based on the Concept of Hydrostatic Pressure.
Students performed practical activities in making tobacco stem extract and used it as a sample of liquid to study hydrostatic pressure.
Tobacco is a raw material from the manufacture of cigarettes which is very popular in Indonesia and can also live in the Wonosobo area. Students can learn the concept of hydrostatic pressure used in liquid substances from tobacco pesticide extracts. Liquid pesticides at any point located on a horizontal plane in a container of a type of liquid in the same state are the same.
Analysis of liquid results from tobacco stem extracts was investigated whether it could provide information to students about the same or different hydrostatic pressures when compared with other liquids. Presented the process of making tobacco extract in figure 3.

Making Banana Flour Based on the Expansion Concept.
Environmental physics activity through analysis of banana peel flour in analyzing the concept of expansion. Banana producers are spread throughout the Wonosobo district. Banana plantation areas have the potential for unproductive waste (Nafingah & Irhandayaningsih, 2011). How do students have creativity in processing banana peels into flour?
Before the study was conducted, banana peel flour was made in the following steps: -Banana peels collected; -Banana peels are washed clean and cut into small pieces; -Pieces of banana peels are dried in the sun to dry; (Figure 4)  The results were the same because the banana peels are sticky, so, when there is a change in temperature, the dough does not have enough energy to expand. Figure 6 and figure 7 show the banana skin flour before and after frying to compare the extent of the two. The concept of expansion if there are differences in volume, breadth, and length, but in learning activities, it is not. Based on student learning activities on the environment that creativity is influenced by the perception of environmental conditions by collecting information, collecting data, solving problems, bringing up new ideas in the environment so that it can ultimately foster creativity (Ibrahim & Irawan, 2015).
Creativity with the ethnoscience approach will be more effective than other learning because it can utilize all forms of values in society, traditions, culture, and types of regional potential that can provide many opportunities given the very complex environmental problems.
Ethnoscience trains students to think creatively through ideas to solve environmental problems as a source of information because Ethnoscience is a form of strategy for creating and designing a learning environment that integrates community culture (Khoiri, Kahar, & Indrawati, 2018).

Test the Significance of Student Creativity
Through Ethnoscience Learning Model.
Based on ethnics' science learning activities in environmental physics, students' creativity was further identified through each indicator presented in the output of the CFA Lisrel Second-Order application. The questions on creativity consist of 20 questions that represent five indicators of creativity, namely: Fluency (X1), Flexibility (X2), Originality (X3), Elaboration (X4), and Redefinition (X5).
Each indicator is formulated in two items. After analyzing the 31 respondents presented in the table of criteria goodness of fit index presented in table 3.  Table 3, the information of goodness of fit index meets the criteria, then presented in the path diagram in figures 8 and 9.   Figure 9 loading factor values greater than 0.3 for each instrument that builds the indicators Fluency (X1), Flexibility (X2), Originality (X3), Elaboration (X4) and Redefinition (X5). The indicator is only one instrument that is not valid for measuring creativity, namely item 10 of KR. ER2 code because the loading factor results are less than 0.3 (0.06 <0.3), which is the Redefinition indicator.
Furthermore, to find out the effectiveness of the ethnics learning model in improving student creativity is presented in figure 10.  Figure 10 shows the calculated value for each item which is 4.47; 5,22; 4.88; 5.96; 6.24 in a row. These values are greater than the value of the table at the significance level α = 0.05 and free degree 30 (n-1) of 1.97. This means that there is a significant influence between each item on creativity because the overall result of tcount is more than ttable 1.97 (tcount ≥ ttable).
Through Carica plants that only live in the Dieng highlands, the tobacco plant' stems to extract pesticides with the concept of hydrostatic pressure, and the banana peel flour in expansion theory, students' creativity could be trained. Scientific activities are used as formal science for learning sources of ethnoscience by exploring local potential in Wonosobo Regency, so that learning of ethics in the era of the industrial revolution is effective in increasing student creativity based on the Indonesian National Curriculum Framework (INCF or KKNI) through knowledge of the environment, attitudes to overcome environmental problems.
Discovery-oriented learning raises many alternative answers to problem-solving on indicators of creativity. Complex environmental problems provide opportunities for students to find creative solutions. Strengthened by (Khoiri & Haryanto, 2018) that local potential which is part of the ethnoscience approach in learning is made a concrete learning resource for analyzing the environment making students more active and appreciating the potential of their regions. Next (Utami, 2016). Local wisdom part of ethnoscience is the result of the cultural heritage of the ancestors and can improve students' understanding of concepts aided by the STEM-A approach. Ethnoscience learning has been proven to be able to develop original knowledge in a community studied through formal science as a learning study (Sudarmin, 2014).
Other research also shows that there are differences in the results of the ability to solve physics problems between causal models based on ethnoscience that is higher than modern science, the reason that culture inherent in the community provides a more real reference to learning physics resources in understanding science problems. (Supriyadi, Haeruddin, & Nurjannah, 2016). This is also corroborated by (Fitria & Wisudawati, 2018) which examines ethnographic-related teaching materials that can improve students' scientific literacy through the introduction of Yogyakarta culture or customs such as the variety of Jogja Batik, Wayang Kulit and Mount Merapi which are used as learning resources for turning original science into science studies by utilizing regional culture in increasing cognitive, affective abilities and psychomotor.
Although proven to be good for application, ethnographic-based learning is still very rarely done in Indonesia. Some of what has been done as mentioned previously has not yet shown how much ethnoscience influences individual creative thinking abilities. This research offers knowledge about how much ethnoscience learning influences the ability to think creatively and the processes of implementing ethnoscience in learning.
Based on the description of the ethnocentric environmental activities, the students are able to learn more real physics concepts in the culture of society by reconstructing original science into scientific science through creative ideas to find solutions to environmental problems, as well as introducing the culture and traditions of the community that must be maintained and preserved by generations for generations continuously.

CONCLUSION AND SUGGESTION Conclusion
Based on the results of the study, ethnoscience learning proved to have a significant effect on students' creative thinking abilities. Ethnoscience learning is implemented in the form of strategies to create and design learning that integrates community culture so that students can explore creative ideas through environmental learning activities.

Suggestion
For further researchers, it is better to determine what concepts will be learned considering the study of ethnoscience in the community is very broad.

ACKNOWLEDGMENT
Thank you to Kemenristekdikti for the assistance of the PDP grant that was given so that the research activities went smoothly. Thanks to the Universitas Sains Al-Qur'an Wonosobo for the permission given in conducting research.