The Effectiveness of Articulate Storyline Media Containing Ethnoscience in Improving Critical Thinking Skills of Elementary School Students

Education not only cultivates students' comprehension of scientific concepts but also enhances critical thinking skills. Utilising instructional media that incorporates ethnoscience, the indigenous flora of Wonosobo can serve as an effective approach to enhance students' critical thinking abilities. This study seeks to evaluate the efficacy of Articulate Storyline media including ethnoscience in enhancing the critical thinking abilities of elementary school students. The employed methodology is the ADDIE RnD model. The study involved 17 fourth-grade children from SDN Bomerto 2 as the experimental group and 33 fourth-grade students from SDN Bomerto 1 as the control group. The data collection methods employed in this study included observation, interviews, questionnaires, and test questions. The data analysis employed normality tests, homogeneity tests, paired sample t-tests, N-gain calculations, and student responses to assess the efficacy of the implemented learning media. The findings indicated that learning media incorporating ethnoscience enhances critical thinking abilities, as evidenced by the critical thinking test results: the experimental class achieved an N-Gain of 0.44, while the control class attained 0.28. Thus, it was concluded that the Articulate Storyline learning media grounded in ethnoscience outperformed the image media utilised in the control class. The average posttest score of the experimental class rose by 32.7%, whilst the control class grew by 22.2%. This is substantiated by the students' responses following their engagement with the Articulate Storyline learning media, which yielded a result of 90.2% Keywords: Articulate storyline, Ethnoscience, Effectiveness, Critical Thinking Skills