The results of the post-test normality test of student learning outcomes are stated in Table 5.

Based on the normality test results shown in Table 5, the post-test results of the experimental and control classes obtained a significance value of ≥ 0.05. Therefore, it can be..concluded..that the data is normally distributed or that the sample comes from a normally distributed population. Furthermore, a homogeneity test was carried out to determine whether the sample group of data taken went from a population with the same variance (Sianturi, 2022). The following data on the homogeneity test results of post-test learning outcomes are shown in Table 6.

Based on the results of the homogeneity test shown in Table 6, it can be seen that the significance value obtained is ≥ 0.05. This indicates that the experimental and control classes' posttest results are homogeneous. Furthermore, static analysis was carried out using an independent parametric sample t-test. The following data on the results of the independent sample t-test post-test value of learning outcomes are shown in Table 7.

Based on the results of the independent sample t-test in Table 7, it is known that the value of Sig. (2tailed) is 0.029. The significance value is 0.029 < 0.05, so it can be concluded that H₁ is accepted and H0 is rejected. Then, from these results, it can be stated that the ethnoscience-based CKCM learning model with podcast media affects student learning outcomes.

Collaboration skills fit into the 21st century 4C term that students must have. In learning, collaboration is cooperation to help complete specific tasks to obtain the same goal (Rahayu et al., 2019). (In this study, the measurement of collaboration ability used non-test instruments in the form of collaboration ability questionnaires. Student collaboration ability scores obtained from experimental and control classes will be tested to determine the effectiveness of the influence of ethnoscience-based CKCM learning models with podcast media on student collaboration abilities. The following normality test data on student collaboration ability scores are shown in Table 8.

The normality test results in Table 8 show that the significance value of the experimental and control classes obtained is < 0.05. This shows that the data on the value of collaboration capabilities acquired is distributed elsewhere. Furthermore, homogeneity tests are carried out on samples to determine whether population variants are the same or not. The homogeneity test data of collaboration capability values are shown in Table 9.

Based on the homogeneity test in Table 9, it was found that the experimental class and control class obtained a significance value of < 0.05. This means that the data on the value of collaboration capabilities acquired is heterogeneous. Therefore, the statistical analysis used in the next test uses the Mann-Whitney test. Data from the Mann-Whitney test are shown in Table 10.

Based on the results of the Mann-Whitney test, Table 10 shows that the significance (2-tailed) obtained is 0.45. This means that if the importance of ≥ 0.05 is high, it can be concluded that H0 is accepted and H1 is rejected, or it can be said that the ethnoscience-based CKCM learning model with podcast media does not significantly affect student collaboration skills.

Learning outcomes are values obtained as a measure of students' abilities against something that has been learned. Learning outcome scores are obtained through post-test score data that has been carried out both in the control class and experimental class. The post-test questions are represented by 24 (twenty-four) question items, each indicator consisting of Minimum Competency Assessment (AKM) questions containing science. The following is the average score of the experimental class and control class posttest results presented in Figure 1.

Figure 1 shows the accumulated post-test mean scores of the control and experimental classes. The average post-test score of the practical class was 63,806 while the average post-test score of the control class was 57,925. From these data, it can be seen that the average post-test score of the experimental class is higher than the average value of the post-test of the control class. This is because the value of student learning outcomes can increase due to the influence of using ethnoscience-based CKCM learning models with podcast media given to experimental courses. This study's results align with research by (Salsabiila et al., 2024) that the application of CKCM provides positive results on student learning outcomes. CKCM is a constructivist learning model, which is learning that integrates science with everyday life. This study presents the CKCM learning model by containing contextual content in the form of ethnoscience and social issues in pottery, batik, and lapindo mud culture. This is the expression by Karimi et al. (2021), which states that contextual learning focuses on conveying relevant knowledge between concepts and students’ lives. Students can better understand the chemical bond material learned because the CKCM learning model presents a learning system that integrates the surrounding environment in the form of culture into chemical bond material.

Integrating ethnoscience and social issues into the learning system in this study allows students to be critical and open to the phenomena around them. By including cultural elements and social phenomena, namely in the form of batik, pottery, and lapindo mud in chemical bonding materials, students will be able to reason the material easily on things that are close to students' daily lives. For example, the batik dyeing process involves chemical bonds between compounds in dyes. Students will logically understand the material directly with the natural phenomena they encounter, likewise in other methods such as batik mordanting, chemical bonds in cotton fabrics, the danger of contamination of batik color waste, and so on.

In addition, in pottery culture, starting from the process of making pottery, how clay can be formed into pottery of economic value, the process of burning tiles and the chemical bonds in them, the hydrolysis process in clay soil, the constituent minerals and bonds, and bonds that affect the properties of the treasury. Then, the phenomenon of lapindo mud, for example, related to the chemical content of lapindo mud, the productivity of lapindo mud, the potential use value of lapindo mud, and studies of efforts to recover lapindo mud contamination water. These phenomena can be related to chemical bond materials, namely elemental stability, ionic bonds, and covalent bonds. This is because chemical processes in the form of chemical bonds also cause phenomena that occur on social and cultural issues described. With a learning system like this, students will more easily understand the material because they feel that chemistry, considered abstract material and challenging, turns out to be close to their daily lives.

This research's findings align with (Taşdere & Kaya, 2023), which is concerned with increasing contextual understanding of the material, the density of liquids, and buoyant force using CKCM. As a result, CKCM can develop the conceptual level of students' cognitive structures regarding the density of liquids and buoyancy forces. This is certainly in line with the results of this study, where the CKCM model can provide more understanding to students, as evidenced by better learning outcomes from classes with discovery learning models. Further, (Çalik & Cobern, 2017) state that CKCM is based on phenomenography. This is by the design of the learning model applied in this study, where the CKCM learning model is integrated with surrounding cultures and phenomena.

Research conducted by (Bakırcı et al., 2017) regarding the influence of the Common Knowledge Construction Model (CKCM) model on the views of sixth-grade students regarding the Nature of Science (NOS). The results showed that the learning model oriented to the Common Knowledge Construction model (CKCM) was more effective in improving the experimental group's view of NOS, where CKCM could construct students' in-depth understanding of the level of imaginary and creative aspects of NOS. This is in line with the results of this study because students gain a more profound experience with CKCM learning than with discovery learning. (Haydari & Costu, 2021) stated that the CKCM learning model can strengthen students' contextual understanding of biodiversity because of the influence of integration between learning materials and contextual phenomena. This is because of the influence of integration between learning materials and contextual phenomena. (Rubiyati, 2023) also states that contextual learning, which is applied in its learning system, can improve student learning outcomes. Furthermore, research conducted by (Habibie et al., 2013) noted that the presentation of contextual phenomena could improve student learning outcomes, with classical completeness reaching 87.50% and classical absorption reaching 80.13% and the results of student activity analysis at 91.67% with excellent categories.

The contextual phenomenon chosen in this study is ethnoscience. In ethnoscience, culture becomes part of the science learning process, which will be a model for classifying environments or social situations to provide an understanding of science (Annisa et al., 2021). Research by (Jacinda et al., 2023) states that ethnoscience-based learning is very influential in creating meaningful learning to increase students' understanding of the material because of the relationship between culture and the surrounding environment. In tune with research by (Wardani et al., 2023), they stated that culture-based ethnochemical approaches make learning more meaningful and can improve student learning outcomes. Research findings in this study align with research by (Putri et al., 2022), who state that ethnoscience integration in learning also affects student learning outcomes and is effective if applied to all science-related subjects. (Prasetya et al., 2022) also noted that ethnoscience is a reasonably practical approach used in science content (science) where students will learn science directly connected to everyday life's culture. This is supported by research by (Trianah, 2020), who found that ethnoscience-based learning models are more effective than conventional learning models in science process skills and can increase students' mastery of chemical materials. This is also because ethnoscience content in learning can increase student interest and motivation, affecting learning outcomes in science (Shidiq, 2016).

The 21st century is dominated by technology in various aspects of life. This is the basis for this study to integrate technology such as podcasts into the learning process. This study integrates local culture and combines technology to complement the learning innovations. According to (Susilo et al., 2018), learning media that contain sound and display components that are developing today provide many opportunities for students to explore the subjects concerned better. (Basenko & Baskakova, 2021) research confirms that podcast technology has much potential for further development. In line with research by (Widarti et al., 2024) stated that podcasts as digital entertainment-based learning media are appropriate to be applied because they have a positive impact. Research on the use of podcasts as a learning medium has been carried out before, including by (Ramadhani et al., 2023), who use podcasts as learning media in Indonesian subjects; (Nurin Shabrina et al., 2023), who developed video podcasts as geography teaching media, and (Syahputra & Novrianti, 2022) developing podcasts as learning media for high school students based on information and communication technology. Podcasts were chosen because of their design as a flexible and continuous learning medium, meaning that in their use, students can repeat the material anytime they want.

This research aligns with (Susilowati et al., 2020), who show that podcasts are helpful as a learning supplement for students. This is supported by research by (Enny et al., 2023), who found that podcast media can influence learning outcomes because students are trained independently to construct knowledge, understanding, and cooperation among students. Suitable learning media will support the learning process well. According to research by (Mayangsari & Tiara, 2019), podcasts are compelling enough to increase students' interest in learning. High interest in learning will affect student learning outcomes (Aprijal & Syarifudin, 2020). Therefore, according to the results of this research, the application of the ethnoscience-based CKCM learning model assisted by podcast media is the right combination of learning innovations to be applied according to (Yamtinah et al., 2023) which state that essential components in the educational curriculum include learning methods and media. This shows that podcast media has succeeded in bringing a positive influence on the learning process. (Aurelliana et al., 2022) In their research on the impact of podcasts on student learning motivation, it is stated that good intonation and the ability to create pleasant situations in podcast audio presentations are factors in the acceptance of podcasts as student learning motivation in learning.

The collaboration capability measurement instrument was developed in the form of a questionnaire that consisted of 20 (20) statements. Observers carry out assessments during learning discussions.

Figure 2 shows that the average value of student collaboration ability in the experimental class is greater than the average value obtained by control class students. Practical courses that received ethnoscience-based CKCM learning model treatment with podcast media received higher average scores than control classes that received discovery learning model treatment. The CKCM learning model and the discovery learning learning model have very different characteristics. The CKCM learning model trains students to construct their syntax knowledge independently (Al Munawarah, 2024). In the discovery learning learning model, the teacher will explain the material first at the beginning of learning.

Quantitatively, the value of collaboration ability obtained in the experimental class was higher than in the control class. This shows that the ethnoscience-based CKCM model with podcast media has a higher influence than the discovery learning learning model. The CKCM learning model with extraordinary features trains students in student engagement, collaboration, negotiation, and communication-related to socio-scientific issues (Özden & Yenice, 2020), which are integrated into chemical bonding materials. However, the statistical analysis shows that the ethnoscience-based CKCM learning model with podcast media does not significantly influence student collaboration skills. So, it can be concluded that the learning model applied to the experimental and control classes has the same effect on student collaboration abilities. This is also in line with research conducted by (Putra et al., 2020) regarding the influence of discovery learning models on 21st-century skills, showing that discovery learning significantly influences collaboration abilities. Furthermore, research by (Albina, 2022) also indicates that discovery learning can improve students' collaboration skills.

According to (Tambusaii, 2019), to foster collaboration ability in learning, the right learning design is described as a learning atmosphere that supports students' collaboration in small groups. This is in line with the learning concepts applied in this study. Students in the experimental and control classes were divided into 4 (four) groups in a differentiated manner based on cognitive abilities. This shows that both practical and control classes have learning designs that support improving student collaboration skills. Differentiated group division is applied as a means to meet the cognitive needs of each different student. Furthermore, the results of a study by (Adila & Mawardi, 2023) show that collaboration skills and student learning outcomes can be improved through differentiated learning. This indicates that the existence of differentiated grouping also affects the increase in student collaboration ability in control classes and experimental classes.

The three main characteristics of discovery learning, according to (Svinicki, 1998), that relate it to cognitive theory are 1) emphasis on active learning, 2) development of meaningful learning, and 3) ability to change attitudes and values towards the subject and self as problem solvers. This shows that proper discovery learning will form a student's personality with these three abilities, in this case, active learning, where student activeness affects student collaboration abilities. This aligns with research by (Saroi, 2017) who found that collaborative learning needs to be applied to increase student activeness in the learning process. This strengthens why, in this study, the influence of the discovery learning learning model has an equally strong impact on students' collaboration abilities.

This research implies the relevance and compatibility of 21st-century life skills in the form of student collaboration abilities integrated into innovative conceptions of learning systems applied in study groups to ethnoscience-based CKCM learning models with podcast media. The needs of 21stcentury education are illustrated in research designs that can present learning systems combining technology and culture with the output of student thinking constructs through the learning step of the CKCM model. Learning outcomes are measured as a symbol of the success of a learning system.

The CKCM learning model that applies in this research can practically guide students' mindsets to be independent, open, creative, critical, and curious about the material taught through its syntax. In the first syntax, namely exploring and categorizing, students will practice synthesizing information related to the material to be discussed. Furthermore, in the second syntax, namely construction and negotiation, students will be trained to construct their understanding of chemical bonding material through social phenomena and cultural elements presented in this learning model. Then, the third syntax is translating and extending, where students expand and translate their knowledge and understanding of socio-scientific issues (SSI), especially in the cultural dimension (ethnoscience) presented. The last syntax is reflecting and assessing where students will reflect constructive impressions on the material that has been learned. In its implementation, students learn in groups to discuss and follow the existing learning. With this, students' collaboration skills are also trained in the learning system.

Furthermore, the application of technology in podcast media complements this learning system. Innovative learning is needed to balance the learning atmosphere of today's students. Students need to become more familiar with technology, especially gadgets. So, incorporating technology elements into the learning system is the right thing. Therefore, the learning system developed in this research becomes a practical and innovative learning system that can be applied in schools. Based on the results of this study, the integration of education contextually through local culture with technology can be one of the efforts to create conditions for new educational patterns with modern competitiveness. This is also one of the contributions to the formation of higher education in the world through the introduction of an innovative education system that is expected to have the potential to advance education in Indonesia progressively.

Research related to the development of contextual learning models on social and cultural issues has been carried out a lot; however, the CKCM learning model still needs further research. Therefore, this study modifies the CKCM learning model based on ethnoscience and social phenomena. This research combines culture with technology to create learning system innovation. This can be a new example for educators when designing learning systems. In this study, batik and pottery, related to chemical bonding materials, were chosen as cultures to be studied and raised. Social issues in the form of lapindo mud are a phenomenon that is familiar to us. Through this, students will learn social and cultural issues around their relationship with chemistry.

So that students not only know and understand the material but also become open and critical in responding to the surrounding phenomena. Technology in the form of podcasts is incorporated into the learning process that reflects the learning patterns of the 21st century, which are close to technology. This is a complete package of the learning system needed today. The flow of globalization that needs to be controlled and selected quickly can hurt students. Therefore, this learning system is expected to train students' thinking in learning material and facing their daily lives. Furthermore, cultural elements and social phenomena applied in learning can also foster students' insight into local culture and existing social issues while still familiarizing them with podcast technology as a learning medium in this research.

The implications of these findings suggest that while effectively applied models improve academic achievement, further attention, and refinement may be needed to improve collaboration skills. The high scores observed in the experimental class demonstrate the potential of ethnosciencebased CKCM learning models to contribute positively to collaborative abilities. The findings of this study also meet the needs of 21st-century learning related to "The 4Cs," including soft collaboration skills that students must have (Shidiq, 2019). It is hoped that the learning system in this finding can form students who can collaborate in the global order. On the other hand, the findings of this study are relevant to the educational needs of the 4.0 era, including educator skills with technology involvement in the learning process. Reorientation of curriculum development with a technology base is needed to prepare students to compete in the global era. Schools and educators must be able to determine how the educational process will be organized. Teachers must have soft skills and novelty in arranging a meaningful learning process integrated with cultural values and social issues in students' daily lives. The study is a valuable resource for educators, offering alternative learning models that successfully integrate cultural and technological elements to improve learning outcomes.

This study showed no significant effect on students' collaboration skills, although the experimental class score was better qualified. Moving forward, it is recommended that future research delve deeper into the factors influencing collaboration skills within this model. Exploring variations in instructional strategies, student engagement, and the nature of collaborative activities may provide valuable insights for refining the model. Additionally, educators are encouraged to consider adopting and adapting this innovative learning approach, recognizing its potential to enrich the educational experience.