The Title of the Research Paper Malomang as a Bridge to Science Literacy: Analysis of the Needs of Science Students and Teachers

Abstract

Scientific literacy requires students to connect familiar phenomena with evidence-based explanations, yet local culture is rarely used as a recurring context for reasoning. This study mapped student and teacher needs as a basis for designing an ethnoscience-based science module integrating the Malomang tradition within the topic of matter and its changes. A descriptive-exploratory needs analysis was conducted in June 2026 at MTsN 1 Kampar, Indonesia, involving 30 Grade VII students and three science teachers. Data were collected through a 21-item needs questionnaire, a 20-item preliminary scientific-literacy test, 12-question semi-structured teacher interviews, and document review. Quantitative data were summarized using frequency, percentage, mean, sample standard deviation, and range; teacher responses were analyzed thematically and triangulated across sources. Results showed that 90.0% of students were interested in learning science through Malomang and 93.3% perceived local culture as helpful for understanding science; however, only 6.7% reported frequent culture–science integration. All students reported difficulty interpreting scientific texts, tables, graphs, or data, and initial scores varied widely (M = 52.17; SD = 20.12; range = 15–90). Teacher interviews indicated that students performed better on recall tasks than on evidence-based reasoning and that existing materials lacked structured scientific-literacy activities. The findings support a print-based module with optional QR-linked resources, authentic visuals, simple investigations, progressive data scaffolds, and tasks moving from observation to claims supported by evidence. This study provides traceable design requirements but does not establish product validity, practicality, or effectiveness.