Analysis of Food Vlog Media Integrated Ethnoscience Usage on Students' Critical Thinking Skill

This study investigates the effect of implementing Food Vlog media in ethnoscience-integrated science instruction on students’ critical thinking skills. The research employed a quantitative approach using a reasoned multiple-choice test to assess students' critical thinking. The participants were middle school students (SMP and MTs) engaged in science learning activities designed with ethnoscience content and supported by Food Vlog-based media. Data were collected through pre-tests and post-tests, and analyzed using parametric statistical methods. A paired sample t-test was conducted using SPSS (Statistical Package for the Social Sciences) to determine the statistical significance of the differences in students' scores before and after the intervention. The results indicated a significance value of 0.000, which is below the threshold of 0.005, confirming a statistically significant improvement. The N-Gain test further demonstrated that the improvement in students' critical thinking skills falls within the medium category for both SMP and MTs groups. These findings suggest that the use of Food Vlog media in ethnoscience-integrated science learning contributes positively to the development of critical thinking skills. The study highlights the pedagogical potential of combining digital media and cultural content to foster meaningful cognitive engagement in science education.