A Systematic Literature Review at Integrating Ethnomedicine into Project-Based Learning: Enhancing Higher-Order Thinking Skills in Pharmaceutical Education

Authors

Faizul Bayani , Joni Rokhmat , Aliefman Hakim , AA Sukarso

DOI:

10.29303/jppipa.v10i12.10065

Published:

2024-12-31

Issue:

Vol. 10 No. 12 (2024): December

Keywords:

Cultural Contextualization, Ethnomedicine, Higher-Order Thinking Skills, Interdisciplinary Learning, Pharmaceutical Education, Project-Based Learning

Review

Downloads

How to Cite

Bayani, F., Rokhmat, J., Hakim, A., & Sukarso, A. (2024). A Systematic Literature Review at Integrating Ethnomedicine into Project-Based Learning: Enhancing Higher-Order Thinking Skills in Pharmaceutical Education. Jurnal Penelitian Pendidikan IPA, 10(12), 996–1005. https://doi.org/10.29303/jppipa.v10i12.10065

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Project-Based Learning (PjBL) is an innovative pedagogical approach that fosters Higher-Order Thinking Skills (HOTS), including critical thinking, creativity, and problem-solving, essential for 21st-century education which are crucial for success in 21st-century education. This systematic literature review explores the integration of ethnomedicine into PjBL frameworks, focusing on pharmaceutical education. Using PRISMA guidelines and bibliometric analysis with VOSviewer, 6,499 documents from Scopus were screened, resulting in seven key studies. Findings reveal that combining ethnomedicine with PjBL enhances culturally relevant learning, bridging traditional medicinal practices with modern education. This interdisciplinary approach improves cognitive skills, contextual learning, and cultural preservation, but challenges such as institutional readiness and knowledge variability persist variability in knowledge remain. The study underscores the need for further research and policy support to optimize this promising educational model.

References

Agarwal, V. (2020). Patient Assessment and Chronic Pain Self-Management in Ethnomedicine: Seasonal and Ecosystemic Embodiment in Ayurvedic Patient-Centered Care. International Journal of Environmental Research and Public Health, 17(8), 2842. https://doi.org/10.3390/ijerph17082842

Amalia, D. R., & Sunarya, I. K. (2020). Batik as the Local Content Subject in Elementary Schools: Skills to Respond to Industry 4.0. https://doi.org/10.2991/assehr.k.200703.035

Arya, F. S. (2023). Description of Implementation of the Project-Based Learning Model in the Practical Activity of Writing Text of “Observation Result Reports" for Class VII Junior High School Students. Asian Journal of Education and Social Studies, 49(4), 317–325. https://doi.org/10.9734/ajess/2023/v49i41210

Athayde, S., Silva-Lugo, J., Schmink, M., Kaiabi, A., & Heckenberger, M. (2017). Reconnecting Art and Science for Sustainability: Learning From Indigenous Knowledge Through Participatory Action-Research in the Amazon. Ecology and Society, 22(2). https://doi.org/10.5751/es-09323-220236

Azura, W., Silalahi, A., Zubir, M. N. M., & Nurfajriani. (2022). The Science Environment Technology Society (SETS) Based E-Module Development With Project Based Learning Model in Colloidal Learning. Journal of Physics Conference Series, 2157(1), 012046. https://doi.org/10.1088/1742-6596/2157/1/012046

Badriah, L., Mahanal, S., Lukiati, B., & Sari, M. S. (2023). Collaborative Mind Mapping-Assisted RICOSRE to Promote Students’ Problem-Solving Skills. Participatory Educational Research, 10(4), 166–180. https://doi.org/10.17275/per.23.65.10.4

Barrett, M. (2018). How Schools Can Promote the Intercultural Competence of Young People. European Psychologist, 23(1), 93–104. https://doi.org/10.1027/1016-9040/a000308

Berezowski, J., Dürr, S., Falzon, L. C., Léchenne, M., Lushasi, K., Markosyan, T., Mbilo, C., Momanyi, K., Özçelik, R., Nambiar, P., Zinsstag, J., & Rüegg, S. R. (2021). System Thinking and Citizen Participation Is Still Missing in One Health Initiatives – Lessons From Fifteen Evaluations. Frontiers in Public Health, 9. https://doi.org/10.3389/fpubh.2021.653398

Chandra, Dr. V. (2023). Diabetes and Ethnomedicine: A Comprehensive Review of Scientific Literature on Traditional Medical Practices. https://doi.org/10.20944/preprints202308.1622.v1

Delpero, A., & Volpato, G. (2022). Integrated Pond Aquaculture and Regional Identity: Ethnobiology of the Golden Humped Tench of Poirino Highlands, Northwest Italy. Journal of Ethnobiology and Ethnomedicine, 18(1). https://doi.org/10.1186/s13002-022-00529-5

Dewi, W. S. (2023). The Practicality of the Physics Module Based on the PjBL Model With a Portfolio Assessment to Improve Students’ Critical Thinking Skills. Journal of Physics Conference Series, 2582(1), 012054. https://doi.org/10.1088/1742-6596/2582/1/012054

Farahdiba, Saragih, A. H., & Simbolon, N. (2019). The Use of Project Based Learning in Teaching French. https://doi.org/10.2991/aisteel-19.2019.57

Fitriani, R. (2023). The Influence of Maritime Education Through Project Based Learning-a Review. Bio Web of Conferences, 79, 02004. https://doi.org/10.1051/bioconf/20237902004

Fujita, T. (2023). Effects and Issues of Project Based Learning. European Journal of Education Studies, 10(3). https://doi.org/10.46827/ejes.v10i3.4715

González, M., Gharzouzi, E., Santizo, D. O., Miranda, R. S., Ferro, A. I. A., Vides-Porras, A., Heinrich, M., Edwards, P., & Krütli, P. (2017). Patient-Centered Boundary Mechanisms to Foster Intercultural Partnerships in Health Care: A Case Study in Guatemala. Journal of Ethnobiology and Ethnomedicine, 13(1). https://doi.org/10.1186/s13002-017-0170-y

Handayani, T., Saulon, B. O., & Maryani, I. (2023). Integrating Metacognitive Strategies Impact in Virtual Science Experiments for Undergraduate Students’ HOTS. Jurnal Cakrawala Pendidikan, 42(2). https://doi.org/10.21831/cp.v42i2.51752

Hariyadi, A., Dumiyati, Tukiyo, & Darmuki, A. (2023). The Effectiveness of PBL Collaborated with PjBL on Students’ 4C in the Course of Basic Education. International Journal of Instruction, 16(3), 897–914. https://doi.org/10.29333/iji.2023.16348a

Hastuti, Ambiyar, A., Jalinus, N., Syahril, S., & Syah, N. (2023). Project-Based Learning to Enhance Creativity and Learning Outcomes. 67–73. https://doi.org/10.2991/978-2-38476-050-3_8

Hujjatusnaini, N., Corebima, A. D., Prawiro, S. R., & Gofur, A. (2022). The Effect of Blended Project-Based Learning Integrated With 21st-Century Skills on Pre-Service Biology Teachers’ Higher-Order Thinking Skills. Jurnal Pendidikan Ipa Indonesia, 11(1), 104–118. https://doi.org/10.15294/jpii.v11i1.27148

Huzairin, Sudirman, S., & Hasan, B. (2018). Developing English Learning Model Project Based Content and Language Integrated Learning (Clil) for English at University Level in Indonesia. Advances in Social Sciences Research Journal, 5(11). https://doi.org/10.14738/assrj.511.5525

Jumini, S., Madnasri, S., Cahyono, E., & Parmin, P. (2022). Article Review: Integration of Science, Technology, Entrepreneurship in Learning Science Through Bibliometric Analysis. Journal of Turkish Science Education, 19(4), 1237–1253. https://doi.org/10.36681/tused.2022.172

Kwame, A. (2021). Integrating Traditional Medicine and Healing Into the Ghanaian Mainstream Health System: Voices From Within. Qualitative Health Research, 31(10), 1847–1860. https://doi.org/10.1177/10497323211008849

Malapane, O. L., Musakwa, W., Chanza, N., & Radinger-Peer, V. (2022). Bibliometric Analysis and Systematic Review of Indigenous Knowledge From a Comparative African Perspective: 1990–2020. Land, 11(8), 1167. https://doi.org/10.3390/land11081167

Mite, A. D., Eveline, S., & Situmorang, R. (2021). Catholic Religious Learning With the Project Based Learning (PjBL) Approach: Validity and Feasibility. Journal of Education Research and Evaluation, 5(2), 185. https://doi.org/10.23887/jere.v5i2.32300

Naviri, S., Sumaryanti, S., & Paryadi, P. (2021). Explanatory Learning Research: Problem-Based Learning or Project-Based Learning? Acta Facultatis Educationis Physicae Universitatis Comenianae, 61(1), 107–121. https://doi.org/10.2478/afepuc-2021-0010

Parmiti, D. P., Rediani, N. N., Antara, I. G. W. S., & Jayadiningrat, M. G. (2021). The Effectiveness of Local Culture-Integrated Science Learning Through Project-Based Assessment on Scientific Attitudes and Science Process Skills of Elementary School Students. Jurnal Pendidikan Ipa Indonesia, 10(3), 439–446. https://doi.org/10.15294/jpii.v10i3.31301

Prasetyo, B. D. (2024). Traditional Healing of Lio People in Flores, Indonesia: The Source of Knowledge. Ethnobotany Research and Applications, 28. https://doi.org/10.32859/era.28.8.1-23

Prinsloo, K.-L. (2023). Medicinal Ethnobotanical Knowledge Across Urban Cultural Groups: A Case Study in a South African Township. Ethnobotany Research and Applications, 26. https://doi.org/10.32859/era.27.5.1-10

Rahardjanto, A., Husamah, & Fauzi, A. (2019). Hybrid-PjBL: Learning outcomes, creative thinking skills, and learning motivation of preservice teacher. International Journal of Instruction, 12(2), 179–192. https://doi.org/10.29333/iji.2019.12212a

Rahmatika, N. (2024). The Impact of Flipped Learning on Students` Critical Thinking; A Systematic Literature Review. International Journal of Learning Teaching and Educational Research, 23(10), 180–206. https://doi.org/10.26803/ijlter.23.10.9

Rahmawati, Y., Afrizal, A., Astari, D. D., Mardiah, A., Utami, D. B., & Muhab, S. (2021). The integration of dilemmas stories with stem-project-based learning: Analyzing students’ thinking skills using hess’ cognitive rigor matrix. Journal of Technology and Science Education, 11(2), 419–439. https://doi.org/10.3926/jotse.1292

Rao, N., Sreedevi, K., Padal, S. B., & Rao, D. A. (2022). Ethnomedicine of Primitive Khonds Tribe, Visakhapatnam District, Andhra Pradesh, India. Ecology Environment and Conservation, 28(08), S334–S339. https://doi.org/10.53550/eec.2022.v28i08s.049

Rati, N. W., Arnyana, I. B. P., Dantes, G. R., & Dantes, N. (2023). HOTS-Oriented E-Project-Based Learning: Improving 4C Skills and Science Learning Outcome of Elementary School Students. International Journal of Information and Education Technology, 13(6), 959–968. https://doi.org/10.18178/ijiet.2023.13.6.1892

Redhana, I. W., Widiastari, K., Samsudin, A., & Irwanto, I. (2021). Which Is More Effective, a Mind Map or a Concept Map Learning Strategy? Jurnal Cakrawala Pendidikan, 40(2), 520–531. https://doi.org/10.21831/cp.v40i2.33031

Riley, L., Howard-Wagner, D., & Mooney, J. (2015). Kinship Online: Engaging ‘Cultural Praxis’ in a Teaching and Learning Framework for Cultural Competence. The Australian Journal of Indigenous Education, 44(1), 70–84. https://doi.org/10.1017/jie.2015.13

Rinto, R. (2023). Bridging the Generational Gap: Exploring Youth Understanding on Ethnobotanical Knowledge and Its Integration in Higher Education Curricula. Ethnobotany Research and Applications, 26. https://doi.org/10.32859/era.26.48.1-16

Sadrina, S., & Mustapha, R. (2016). Evaluation of Project-Based Learning at a Polytechnic in Malaysia: An Input Aspect Evaluation Research. Circuit Jurnal Ilmiah Pendidikan Teknik Elektro, 2(1). https://doi.org/10.22373/crc.v2i1.759

Sari, F. P., Maryati, M., & Wilujeng, I. (2023). Ethnoscience Studies Analysis and Their Integration in Science Learning: Literature Review. Jurnal Penelitian Pendidikan Ipa, 9(3), 1135–1142. https://doi.org/10.29303/jppipa.v9i3.2044

Sholahuddin, A., Anjuni, N., Leny, & Faikhamta, C. (2023). Project-Based and Flipped Learning in the Classroom: A Strategy for Enhancing Students’ Scientific Literacy. European Journal of Educational Research, 12(1), 239–251. https://doi.org/10.12973/eu-jer.12.1.239

Sofiyan, S., Amalia, R., & Suwardi, A. B. (2020). Development of Mathematical Teaching Materials Based on Project-Based Learning to Improve Students’ HOTS and Character. Journal of Physics Conference Series, 1460(1), 012006. https://doi.org/10.1088/1742-6596/1460/1/012006

Tulungagung, T. C. P. (2023). A SYSTEMATIC LITERATURE REVIEW: THE IMPACT OF PROJECT-BASED LEARNING MODEL IMPLEMENTATION ON HIGH SCHOOL STUDENTS’ LEARNING OUTCOMES ASSESSED THROUGH VOSViewer IN THE GOOGLE SCHOLAR DATABASE. Jurnal Pelita Pendidikan, 11(1). https://doi.org/10.24114/jpp.v11i1.40656

Wangchuk, P., & Tashi, ᅟ. (2016). Quality Assurance of the University Medical Education, Hospital Services and Traditional Pharmaceutical Products of the Bhutanese So-Wa-Rig-Pa Health Care System. BMC Complementary and Alternative Medicine, 16(1). https://doi.org/10.1186/s12906-016-1270-2

Yulhendri, Y. (2023). Strategies for Project Based Learning During the Pandemic: The Benefits of Reflective Learning Approach. Sage Open, 13(4). https://doi.org/10.1177/21582440231217885

Zuma, T., Wight, D., Rochat, T., & Moshabela, M. (2016). The Role of Traditional Health Practitioners in Rural KwaZulu-Natal, South Africa: Generic or Mode Specific? BMC Complementary and Alternative Medicine, 16(1). https://doi.org/10.1186/s12906-016-1293-8

Author Biographies

Faizul Bayani, Mataram University

Joni Rokhmat, Mataram University

Aliefman Hakim, Mataram University

AA Sukarso, Mataram University

License

Copyright (c) 2024 Faizul Bayani, Joni Rokhmat, Aliefman Hakim, AA Sukarso

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).