META-ANALYSIS OF EFFECT SIZE : THE EFFECT OF USING ETHNOSCIENCE-BASED SCIENCE AND PHYSICS TEACHING MATERIALS ON STUDENTS' SCIENCE LITERACY

This study examines the effect of teaching materials in ethnoscience-based science and physics learning on students' scientific literacy, determined through Effect Size (ES). This study uses a descriptive meta-analysis study method. Research data were obtained from 20 journals on the effect of ethnoscience-based physics and science teaching materials on students' scientific literacy. The study is based on three categories, namely the level of education, types of teaching materials and scientific literacy skills. The results showed that; first, the effect of teaching materials in ethnoscience-based science and physics learning on scientific literacy based on education level has a positive effect on all levels of education starting from elementary, junior high, high school and college students. Second, based on the type of teaching materials used, namely modules, worksheets, videos, teaching materials, reading books and comics, they have a high effect. Third, based on the scientific literacy of students, it shows that the use of ethnoscience-based science and physics teaching materials is effective in increasing students' scientific literacy.


INTRODUCTION
The 21st century is characterized by the rapid development of science and technology in the field of life in society, especially information and communication technology.The development of science and technology affects various aspects of life from the economic, political, social, cultural aspects including the field of education.Education is very important in dealing with the development of science and technology.Learning in the 21st century must be contextual, related to community life, student-centered and collaborative, education graduates must have good competencies to compete in the 21st century (Asrizal, Amran, Ananda, & Festiyed, 2018).Quality human resources are an important factor in development in the era of globalization that prioritizes science and technology.This shows that the generation needed today is a generation that is able to compete and compete in the 21st century.Various efforts have been made by the government to change the education system in Indonesia to face the 21st century.One of them is the change in the learning curriculum (Mukminan, 2014).
The current curriculum in Indonesia is the 2013 curriculum.The 2013 curriculum learning system centers learning on students, teachers only function as facilitators, these learning activities make students more active in learning.In addition to demanding students to be more active, it is expected that students can use or apply their knowledge in solving problems, making decisions, evaluating problems, and participating in real life.Conceptually, learning activities must be close to the environment.Learning activities should optimally utilize the potential of the environment so that learning is more meaningful but in reality this has not always been done by teachers.Teachers need to recognize and preserve culture in life (Wardani et al.2013).Classroom learning should lead students to be literate about science and technology.One of the dimensions in learning science is that science learning is intended to obtain a relationship between science and technology and society (Chiapetta & Koballa, 2010).
Measurement of science literacy skills is conducted by the Program for International Student assessment (PISA).The results of the PISA test in 2012 showed that the science literacy skills of students in Indonesia were still at the lowest position, ranking 64 out of 65 countries.Indonesia obtained a total science competency score of 382 from an average score of 501 (OECD, 2012).The results of the 2015 PISA test and evaluation of Indonesian students' mastery of the material are also still relatively low.The achievement score of Indonesian students for science is ranked 62 with a score of 403 out of 70 countries evaluated (PISA, 2015).The results of the 2018 PISA study showed that for the science category, Indonesia was ranked 71st in the 9th rank from the bottom with an average score of 396.The third real condition is that there are still many (48%) students who have not completed learning physics and the activeness of students is still low (Usmeldi. 2016).This proves that the science literacy skills of Indonesian students are still relatively low, but can still be improved with various efforts, one of which is by learning science that leads students to be literate about science and technology and in learning also needs to contribute to the surrounding environment (Local wisdom), so that students can also think scientifically about phenomena in the surrounding environment.Based on the description, the right approach is ethnoscience-based learning.
Ethnoscience is a system of knowledge and cognition (ideas / thoughts) unique to a particular culture.Learning with an ethnoscience approach emphasizes achieving an integrated understanding rather than just a deep understanding.learners learn to connect the material learned in class with the context of their lives and the link between science and technology.so that learning at school is not only informative but also practical and useful in life.One of the dimensions in learning science is that science learning is intended to obtain a relationship between science and technology and society (Chiapetta & Koballa, 2010).
Teaching materials are designed as tools that can help educators and students in the learning process so that learning is more effective (Asrizal et al., 2018).This research was conducted with several objectives.The first is to see how much influence is given by ethnoscience physics and science teaching materials on science literacy based on the level of education.The second is based on the type of teaching materials and the third is based on science literacy.

METHODS
This study uses a meta-analysis research method by reviewing several articles in national and international journals.Data were obtained from journals relevant to the research, namely journals regarding the effect of using physics and science teaching materials on students' science literacy.after searching, 20 journals were found in accordance with this research and the data information in them could be processed.
To determine the magnitude of the effect size can be determined, in statistical parameters as presented in table 1.After obtaining the Effect Size (ES), the results can be interpreted according to predetermined criteria if ES (0 < ES < 0.2), then it is categorized as low.If ES (0.2 < ES < 0.8), it is categorized as moderate.If (ES> 0.8) then it is categorized as high.

RESULT & DISCUSSION
This study was conducted to see the effect of using ethnoscience-based physics and science teaching materials on students' science literacy by reviewing and analyzing several moderator variables.Data were obtained from journals that  The first result in this study is related to the effect size analysis of the effect of using ethnoscience-based physics and science teaching materials on science literacy in terms of education level.The calculations obtained are presented in Table 3. From the calculation of Effect Size, the effect size of the use of ethnoscience-based physics and science teaching materials on literacy in terms of students' science literacy skills, obtained ES = 1.80 with a high effect size category.This shows that ethnoscience-based physics and science teaching materials are very effective in improving students' science literacy.
Effect Size is an important component in metaanalysis.Effect Size indicates the magnitude of the effect of a treatment relationship between two variables.Effect Size can present information from the summary results of the analyzed journals.By determining the effect size of each study, the overall average effect size can be determined.Researchers calculated the Effect Size price with Cohen's formula.The results of this study were carried out in three categories, namely the effect of ethnoscience-based physics and science teaching materials on science literacy based on education level (elementary, junior high and high school), the effect of ethnoscience-based physics and science teaching materials on science literacy based on the type of teaching materials (modules, LKPD, videos, teaching materials, reading books and comics), and the effect of ethnoscience-based physics and science The results of this study indicate that the use of ethnoscience-based physics and science teaching materials on students' science literacy.The first result achieved is ethnoscience-based physics and science teaching materials on science literacy based on the level of education provides a high effect on elementary, junior high and high school education levels.This means that at each level of education, ethnosciencebased teaching materials influence the science literacy of students.
The second result achieved is the effect of ethnoscience-based physics and science teaching materials on students' science literacy in terms of the type of teaching materials consisting of 6 types of teaching materials, namely modules, LKPD, videos, teaching materials, reading books and comics.From the results of the calculation, the effect of ethnoscience-based physics and science teaching materials on the science literacy of students on each teaching material has a high effect.
The third result achieved is the effect of ethnoscience-based physics and science teaching materials on students' science literacy in terms of students' science literacy skills.From the calculation results, the effect of ethnoscience-based physics and science teaching materials on students' science literacy on each teaching material has a high effect.
Overall, ethnoscience-based physics and science teaching materials have a high positive effect on students' science literacy.This shows that ethnoscience-based physics and science teaching materials are effective for use at all levels of education and are well used with various types of teaching materials, and are effective in improving students' scientific literacy.

CONCLUSION
Based on the data that has been stated in this study, three results of this study can be stated.First, the influence of ethnoscience-based physics and science teaching materials in terms of elementary, junior high, high school, and college students education levels provides a high influence and is effectively used at all levels of education.Second, the effect of ethnoscience-based physics and science teaching materials in terms of the type of teaching materials has a high influence and is effectively used in learning and third, the effect of ethnoscience-based physics and science teaching materials in terms of science literacy skills has a high influence and is effective in improving students' science literacy.The limitations of this study only use 20 national and international journals.Future research needs to increase the number of journals analyzed.Alim, A., Sarwi, S., & Subali, B. (2019)

BIBLIOGRAPHY
H. Tusa'diah, Asrizal, Festiyed; Meta Analysis of Effect Size: The Effect of Using Ethnoscience-Based Science and Physics Teaching Materials on Students' Science Literacy e-ISSN: 2721-1274 p-ISSN:2721-2718 JOURNAL OF LEARNING AND TECHNOLOGY IN PHYSICS https://jurnal.unimed.ac.id/2012/index.php/jltp38 How to determine the magnitude of Effect Size N H. Tusa'diah, Asrizal, Festiyed; Meta Analysis of Effect Size: The Effect of Using Ethnoscience-Based Science and Physics Teaching Materials on Students' Science Literacy e-ISSN: 2721-1274 p-ISSN:2721-2718 JOURNAL OF LEARNING AND TECHNOLOGY IN PHYSICS https://jurnal.unimed.ac.id/2012/index.php/jltp39 are relevant to this research and support the calculation of the effect size of each journal.The selected articles are 20 international and national articles and are coded J1 to J20.
Size: The Effect of Using Ethnoscience-Based Science and Physics Teaching Materials on Students' Science Literacy e-ISSN: 2721-1274 p-ISSN:2721-2718 JOURNAL OF LEARNING AND TECHNOLOGY IN PHYSICS https://jurnal.unimed.ac.id/2012/index.php/jltp43 teaching materials on science literacy based on students' science literacy skills.

Table 2 : Journal code, source, effect size and formula Journal Code
Table 2 contains the codes, sources and effect sizes that have been analyzed from the 20 journals..

Table 3 :
Effect Size of Ethnoscience-Based Teaching Materials Based on Education . Implementation Of Ethnoscience-Based Guided Inquiry Learning On The Scientific Literacy And The Character Of Elementary School Students.Journal of Primary Education, 8(5), 139-147.Ariningtyas, A., Wardani, S., & Mahatmanti, W. (2017).Effectiveness of Student Worksheet with Ethnoscience Content on Salt Hydrolysis to Improve Science Literacy of Senior High School Students.Journal of Innovative Science Education,