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Color Wavelength Absorption, Absorbed Color, and Detected Color
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This research intended to analyze the community's knowledge scientifically of batik process and types of local plants used as natural dyes for batik colouring. The study took place at one of local batik manufactories, Zie Batik, situated in Malon Gunungpati, Semarang, Indonesia. The research instrument was observation and interview sheets. The obse...
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... resonance causes dyes to absorb light and produce colours that can be detected by human eyes. Table 1 informs the relationship between wavelength and visible light that can be observed by the colour substance. Chromophore groups of dyes include anthraquinone, emetine, phthalocyanine, azo, and triaryl methane compounds. ...Citations
... The control class had an average pretest score of 37 and a posttest score of 72 with an n-gain of 0.68 in the medium category. ethnobiological learning models improve critical thinking skills and understanding of student concepts in learning (Ardianti & Raida 2022;Untari et al., 2020). Not only that, the ethnobiology learning model encourages critical thinking skills in students . ...
This study aims to investigate the effect of an ethnobiology learning model based on design thinking on students' critical thinking skills. The research is a type of quasi-experimental research with a randomized control group pretest-postest design. The population of this study came from SMA Negeri 12 Kerinci. The research sample came from two classes, namely class XI MIPA (experimental class) and class MIPA 3 (control class) totaling 42 students. The experimental class group used the ethnobiology learning model while the control class group used the conventional learning model. The sampling technique is random sampling. The research instrument was an objective test of critical thinking skills. Data analysis was quantitative statistical analysis with the help of SPSS version 26. The results of this study showed that the average value of posttest and N-gain critical thinking skills of classes that obtained ethnobiology learning based on design thinking was better than classes that used conventional learning. The t-test results show that the ethnobiology learning model based on design thinking has an effect on critical thinking skills sig. < 0.05 (0.00 < 0.05). Students' thinking skills in the experimental class obtained an average score of 82.30 with an N-gain value of 0.72
... This result supports several studies, that STEM learning help teacher improve students' scientific process skill [30] and the content of STEM connected students' attainment of the science process and their academic achievement [31]. Ethno-STEM learning helps students learn science with the right scientific process so that it helps improve their scientific knowledge [32]. By improving their indigenous knowledge in the ethno-STEM program, students know their science competencies to do more science experience and recognized their motivation to do science learning [28]. ...
The Indonesian National Assessment set by the government is in line with the Program for International Student Assessment (PISA) assessment which includes students’ scientific literacy skills for a 21st century education succeeds. This study determined the increase in students’ scientific literacy skills through ethnoscience, science, technology, engineering, mathematics or ethno-STEM learning assisted by RE-STEM App. A quasi-experimental design with the type of one-group pretest-posttest design was used to obtain data from the treatment. There were 102 students involved by purposive sampling technique from a 338 population of grade 8 students in a rural secondary school in Central Java, Indonesia. RE-STEM App involves four themes of Indonesian cultures as learning resources, namely tarutu , tin-telephone, calung , and bird whistle. This study revealed that students’ scientific literacy skills increased by 61.33% in the medium category in general, also in each aspect. Research data indicate that the RE-STEM App has supported teachers to improve students’ scientific literacy skills. By applying ethno-STEM through RE-STEM App, teachers can help students to investigate the science concepts in ethnoscience. This strategy proved that ethnoscience aspect can be an important factor in developing students’ scientific literacy skills.
... Natural dyes often exhibit themselves in earthy tones, such as a deep brown, which are widely seen in Yogyakarta, Indonesia's famed batik and other traditional garments. Natural brown from the soga plant, whose distinctive colour comes from the barks of copper pod (Peltophorum pterocarpum) tree is by far the most popular natural dye in Indonesia [3]. ...
The harmful effects of synthetic dyes on the environment can be mitigated through the use of natural dyes in textiles. However, textile dyeing with natural dyes has low brightness and colour resistance. TiO2 nanoparticles modified copper pod (Pelthophorum pterocarpum) dye (TMCD) was studied to enhance the fastness and ultraviolet protection factor of fabrics dyeing. This study was conducted using a cotton fabrics which processed by some mordant agents. TiO2 in various amount were dispersed in aqueous copper pod bark solution and produced a modified copper pod natural dye. Investigation of the dyed fabrics was conducted in 3 parameters viz. the colour direction, fastness values toward sunlight and ultraviolet protection factor (UPF). The results showed that the mordant agents affect the final colour palette and brightness, suggesting that TiO2 improved the colour intensity and fastness value of copper pod dye. It also enhanced the ultraviolet protection factor (UPF) of dyed fabrics by 3-8 point higher than the control groups.
... This learning model is student-centered, collaborative, and emphasizes the application of scientific knowledge, creativity, and problem solving based on unique knowledge. The original knowledge to be integrated can be in the form of language, customs, culture, morals, and techniques created by certain people or people who have scientific knowledge (Rudibyani, 2019;Savery, 2006;Sumarni et al., 2022;Thaniah & Diliarosta, 2020;Khoiri et al., 2018;Sudarmin et al., 2020;Ariyatun et al., 2020). The PBL learning model is properly integrated with the ethnoscience approach because it can create meaningful learning. ...
This study was intended to analyze the effect of the ethnoscience-based Problem Based Learning (PBL) model on scientific thinking skills in reproductive system material. This research is a quasi-experimental design in the form of a pretest-posttest non-equivalent control group design. This research was conducted at class XI MIPA students for the 2022/2023 academic year in Sumedang. The research instruments used were pretest-posttest sheets and questionnaires. The data collection technique used in this study included a test of 15 essay questions and a questionnaire. The data analysis technique used is the normality test, independent sample t-test, and N-Gain test. The results showed that the students' scientific skills increased significantly after applying the ethnoscience-based learning model on the material of reproductive system. The independent sample t-test obtained p-value = 0.000 <0.05, which was significantly different between the posttest and pretest scores. N-Gain also obtained an average of 0.75 which indicates an increase in students' scientific skills in high category. The results of students' responses to learning with the ethnoscience-based PBL model on students' scientific thinking skills were included in very good category with an overall percentage of 82.5%. This study concluded that students' scientific thinking experienced an increase after learning through the ethnoscience-based PBL model on the reproductive system material.
... models (found in the article Harto et al., 2019; S.Sudarmin, Sumarni, et al., 2019; Sudarmin, Kurniawan, et al., 2019; Sudarmin, Sumarni, et al., al., 2020;S. Sudarmin et al., 2020; Tresnawati et al., 4%) (found in the article Izzah et al., 2020), and learning instruments (4%) (found in the article Reffiane et al., 2021) as shown in These findings are generally in line with the trend of Science education research during 2016-2021 published in Scopus indexed journals and conferences, which mainly focuses on the topi ...
Ethno-STEM research is the latest research in Indonesia. This is motivated by the socio-cultural diversity that is owned by Indonesia. This research is a systematic literature study that identifies ethno-STEM research trends in science learning (science, physics, chemistry, and biology) at each level of education. Based on the data obtained, the trend of Ethno-STEM research is dominated by development research (4D, ADDIE, Bolg and Gall, and R&D). the trend of research topics is more related to the development of Ethno-STEM-based teaching materials in science learning. The variables that are widely measured are the increase in creative thinking skills, learning outcomes, and scientific knowledge AbstrakPenelitian etno-STEM merupakan penelitian terbaru di Indonesia. Hal ini dilatarbelakangi oleh keragamaan sosial budaya yang dimiliki oleh Indonesia. Penelitian ini merupakan penelitian studi literatur sistematis yang mengidentifikasi tren penelitian etno-STEM dalam pembelajaran IPA (sains, fisika, kimia dan biologi) pada setiap tingkat pendidikan. Berdasarkan data yang diperoleh, trend penelitian Etno-STEM didominasi oleh penelitian pengembangan (4D, ADDIE, Bolg and Gall dan R&D). trend topik penelitian lebih banyak terkait dengan pengembangan bahan ajar berbasis Etno-STEM dalam pembeljaran IPA. Variabel yang banyak diukur adalah peningkatan kemampuan berfikir kreatif, hasil belajar dan pengetahuan sains.
... Although there has been a lot of research on the use of batik in learning, research that examines batik to be used in STEM learning has not been carried out. Previous research has put more emphasis on alternative dyes with secondary metabolites, analyzing local plants as natural dyes and innovative skill profile in designing chemical batik motives [8][9][10]. Meanwhile, there are no related studies examining aspects of batik in STEM learning until now. ...
Batik Cirebon is one of Indonesia’s potential local wisdom contexts that can be used in Chemistry high school STEM-based instruction. However, it is necessary to educationally reconstruct the context first so that its scientific content is suitable to be delivered to students. This research was a preliminary study that explored students’ perspectives of batik Cirebon context as one of the stages in educational reconstruction. Model of Educational Reconstruction was used as a basis for reconstructing batik Cirebon context. Students’ perspectives were explored through in-depth questionnaire towards 14 respondents about: STEM education; their preconceptions about scientific content of batik and its related chemical concepts; and their interest of implementing batik context in Chemistry embedded-STEM instruction. Analysis of students’ perspectives was carried out based on the hermeneutic-analytic method. The results of this study indicated that students’ preconceptions about chemical concepts related to batik context were still far from its correct scientific conceptions. Even so, respondents showed positive attitude towards the possibility of implementing STEM learning in high school chemistry. These findings are important as references in further educational reconstruction research of batik Cirebon context for Chemistry embedded-STEM learning, such as the instructional materials and also its learning strategy and evaluation.
... This environmental problem is potential to be developed into a STEMapproached chemistry high school problem-based learning. Although some research on batik has been done previously, the focus of those studies was emphasized on analyzing local plants as natural dyes, developing secondary metabolites as batik dyes and innovative skill profile in designing chemical batik motif [9,10,11]. In addition, those studies are conducted on college students as research subjects. ...
The most likely STEM approach to be implemented in our curriculum is to embed social or cultural context on subject matter. Batik Cirebon is one of potential context to be used in STEM-approached chemistry instruction. Scientific content analysis of batik Cirebon is important to conduct for reconstructing the context so that it can be delivered properly to students. This study used Model of Educational Reconstruction design and the data were collected through literature studies of batik Cirebon and direct observation of batik craftsmen. The analysis of batik Cirebon scientific content structure was run based on hermeneutic-analytical method. The results of this study indicate that scientific perspective of batik Cirebon is related to many high school chemistry concepts: aromatic derivatives and polymer; electromagnetic radiation; chemical bonds; acid-base; redox and stoichiometry. The results of this study can be used for further research on the development of teaching materials and project-based learning using the embedded STEM approach using the batik Cirebon as a context.
Fabrics constructed using ancient manufacturing and dyeing techniques around the world are termed traditional textiles. Over centuries, most regions developed specialities based on local resources: the golden silk of Assam, the fine cotton of Bengal and the Bagru prints of Rajasthan. The chief source of colouring matter, until about a century ago, had been nature in general and vegetation in particular and now it has expanded to invertebrates, insects, fungi and minerals. The development of natural dyes took place at the same time after the technique of weaving had been discovered in about 5000 BC. From the ancient period, the usage of natural dyes has played a major role in traditional textiles. Natural dyes have been used since ancient times for colouring and printing leather as well as common textile fibres like cotton, wool and silk. Natural dyes are extracted from a variety of substances that are in nature such as plants (e.g. woad and turmeric); insects (e.g. cochineal beetles and lac scale insects); animals (e.g. some species of snails or cuttlefish) and minerals (e.g. iron ore and clay) without any chemical treatment. When these are used for dyeing fabrics, they not only impart colour to the fabric but also act as antifungal agents whereby they impart protection to the fabric against bacterial or fungal infections or act as moth repellents. Some dyes like indigo have a cooling sensation too Among most natural dyes, plant-based dyes/pigments have a wide range of applications in fabric. Fixing the colour is the great challenge of dyeing cloth. Indian dyers’ use of mordants was key to their mastery, which was unrivalled until the invention of Western chemical dyes in the nineteenth century. One kilogram of dye plant is required for dyeing 1 kg of fibres as the natural dyes are contained in plants in small quantities, and this creates a need to handle a large amount of biomass waste which can be reused again into derivative products to support the 3R principle (reduce, reuse and recycle). Man learnt to use different kinds of natural colouring matters to dye cloths, but development in technology has resulted in shifting to modern techniques like the shift from natural to synthetic dyes. Despite its advantages, the employment of synthetic dyes is hazardous to the environment, and the achievement of sustainability has become difficult. Thus there are slow fashion movements and sustainable living principles to switch to using natural products in the textile industry. Production of natural dyes from indigo, madder and weld plants is economically feasible, environmentally friendly and hence sustainable. In this chapter, the role of natural dyes in traditional textiles and their aspects of sustainability have been discussed.
