A Hybrid Science Learning Model Integrating Local Wisdom and Digital Technology to Enhance Scientific Literacy and Ecological Character of Elementary School Students (SDG 4)
DOI:
10.29303/jppipa.v12i1.13575Published:
2026-01-25Downloads
Abstract
This study aimed to develop and implement a hybrid biology learning model integrating local wisdom and digital technology to improve scientific literacy and strengthen the ecological character of elementary school students. A Design-Based Research (DBR) approach was employed, involving fifth-grade students as research subjects. Data were collected through observations, interviews, scientific literacy tests, ecological character questionnaires, and documentation. Quantitative data were analyzed using N-Gain and paired sample t-tests, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The results showed a significant improvement in students’ scientific literacy, with average scores increasing from 55.4 to 81.7 and an N-Gain value of 0.60 (moderate category). Students’ ecological character also improved from 68.35 (fair) to 86.94 (very good). Teachers’ and students’ responses indicated that the model was practical, engaging, and easy to implement, while expert validation confirmed its validity and feasibility. Overall, the findings indicate that the proposed hybrid learning model offers an effective and innovative approach for enhancing both cognitive and affective learning outcomes in elementary science education.
Keywords:
Digital technology Ecological character Elementary science education Hybrid learning model Local wisdom Scientific literacyReferences
Afriana, J., Permanasari, A., & Fitriani, A. (2016). Project-based learning integrated to STEM to enhance elementary school students’ scientific literacy. Jurnal Pendidikan IPA Indonesia, 5(2), 261–267. https://doi.org/10.15294/jpii.v5i2.5493 DOI: https://doi.org/10.21831/jipi.v2i2.8561
Astuti, R., Suryani, N., & Rahman, A. (2024). Digital-based contextual science learning to enhance elementary students’ scientific literacy. Jurnal Penelitian Pendidikan IPA, 10(2), 245–254. https://doi.org/10.29303/jppipa.v10i2.6123
Bang, M., Medin, D., & Atran, S. (2021). Cultural mosaics and mental models of nature. Journal of Research in Science Teaching, 58(2), 165–192. https://doi.org/10.1002/tea.21624 DOI: https://doi.org/10.1002/tea.21624
Bell, S., Urhahne, D., Schanze, S., & Ploetzner, R. (2022). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education, 44(4), 567–589. https://doi.org/10.1080/09500693.2021.2006678
Chen, C. H., & Yang, Y. C. (2022). Revisiting the effects of project-based learning on students’ inquiry skills in science education. Research in Science Education, 52(4), 1121–1140. https://doi.org/10.1007/s11165-021-09992-3
Cheng, K. H., & Tsai, C. C. (2021). Augmented reality in science learning: A meta-analysis. Educational Research Review, 32, 100377. https://doi.org/10.1016/j.edurev.2020.100377 DOI: https://doi.org/10.1016/j.edurev.2020.100377
Dori, Y. J., Tal, T., & Peled, Y. (2021). Teaching science in a digital age: Inquiry-based learning and scientific literacy. International Journal of Science Education, 43(6), 1–19. https://doi.org/10.1080/09500693.2020.1863570
Evagorou, M., Jiménez-Aleixandre, M. P., & Osborne, J. (2022). Advancing scientific literacy through integrative science education approaches. Science Education, 106(4), 1–18. https://doi.org/10.1002/sce.21723 DOI: https://doi.org/10.1002/sce.21723
Fitria, D., Lufri, L., Asrizal, A., & Maharani, A. (2023). Effect of science teaching materials integrated blended-PBL models on students’ 21st century skills: A meta-analysis. Jurnal Penelitian Pendidikan IPA, 9(10), 810–822. https://doi.org/10.29303/jppipa.v9i10.4837 DOI: https://doi.org/10.29303/jppipa.v9i10.4837
Garzón, J., Pavón, J., & Baldiris, S. (2021). Systematic review and meta-analysis of augmented reality in educational settings. Computers & Education, 164, 104098. https://doi.org/10.1016/j.compedu.2020.104098 DOI: https://doi.org/10.1016/j.compedu.2020.104098
Herman, H., Widodo, A., & Rochintaniawati, D. (2024). Integrating local wisdom into elementary science learning for sustainability education. Jurnal Penelitian Pendidikan IPA, 10(1), 89–98. https://doi.org/10.29303/jppipa.v10i1.5987
Hidayah, R., Widodo, A., & Rochintaniawati, D. (2020). The effect of digital learning media on students’ motivation and conceptual understanding in science learning. Jurnal Penelitian Pendidikan IPA, 6(1), 45–53. https://doi.org/10.29303/jppipa.v6i1.345
Hidayat, A., & Prasetyo, Z. K. (2020). Project-based learning supported by digital media to improve elementary students’ scientific reasoning. International Journal of Instruction, 13(2), 343–358. https://doi.org/10.29333/iji.2020.13224a DOI: https://doi.org/10.29333/iji.2020.13224a
Iskandar, I., & Pramono, H. (2024). Hybrid learning model in elementary science education: A quasi-experimental study. Jurnal Penelitian Pendidikan IPA, 10(3), 312–320. https://doi.org/10.29303/jppipa.v10i3.6402
Krajcik, J. S., & Czerniak, C. M. (2023). Teaching science in elementary and middle school classrooms. Science Education, 107(2), 221–238. https://doi.org/10.1002/sce.21764 DOI: https://doi.org/10.1002/sce.21764
Kurniawati, D., Suryani, N., & Rahman, A. (2023). Inquiry-based digital learning to enhance elementary students’ scientific literacy. Jurnal Penelitian Pendidikan IPA, 9(7), 501–510. https://doi.org/10.29303/jppipa.v9i7.4219
Leicht, A., Heiss, J., & Byun, W. J. (2022). Issues and trends in education for sustainable development. Sustainability, 14(9), 5293. https://doi.org/10.3390/su14095293
Lestari, D., Rahman, A., & Suryani, N. (2022). Scientific literacy of Indonesian students in contextual science learning. Jurnal Penelitian Pendidikan IPA, 8(3), 233–241. https://doi.org/10.29303/jppipa.v8i3.2781
Nurhayati, N., & Wahyudi, W. (2023). Local wisdom-based science learning to improve students’ conceptual understanding and environmental character. Jurnal Penelitian Pendidikan IPA, 9(4), 287–296. https://doi.org/10.29303/jppipa.v9i4.3921
OECD. (2019). PISA 2018 results: What students know and can do (Vol. I). OECD Publishing. https://doi.org/10.1787/5f07c754-en DOI: https://doi.org/10.1787/5f07c754-en
Pramono, A., & Lestari, D. A. (2023). Digital inquiry-based science learning to enhance elementary students’ scientific literacy. Jurnal Penelitian dan Pembelajaran IPA, 9(2), 215–228. https://doi.org/10.30870/jppi.v9i2.13575
Pratiwi, R., Suryani, N., & Setiawan, A. (2022). Digital-based project learning to improve students’ scientific literacy. Jurnal Penelitian Pendidikan IPA, 8(2), 145–153. https://doi.org/10.29303/jppipa.v8i2.2567
Putra, R. A., & Dewi, N. R. (2022). Augmented reality-based learning media to improve students’ understanding of biological concepts. Journal of Baltic Science Education, 21(3), 455–468. https://doi.org/10.33225/jbse/22.21.455
Rahman, A., Yulianti, D., & Suryani, N. (2022). Analysis of elementary students’ scientific literacy in contextual learning. Jurnal Penelitian Pendidikan IPA, 8(1), 12–20. https://doi.org/10.29303/jppipa.v8i1.2412
Rahmawati, D., Suryani, N., & Widodo, A. (2021). Integrating local wisdom in science learning to strengthen students’ character education. Jurnal Penelitian Pendidikan IPA, 7(3), 201–210. https://doi.org/10.29303/jppipa.v7i3.1987
Santoso, H., & Jatmiko, B. (2022). Inquiry-based digital learning and students’ scientific reasoning skills. Journal of Baltic Science Education, 21(4), 566–578. https://doi.org/10.33225/jbse/22.21.566
Sari, D. P., & Setiawan, A. (2020). Contextual science learning to improve students’ scientific literacy. Jurnal Penelitian Pendidikan IPA, 6(2), 134–141. https://doi.org/10.29303/jppipa.v6i2.456
Sáez-López, J. M., Román-González, M., & Vázquez-Cano, E. (2022). Hybrid learning models in science education: Effects on students’ scientific literacy and higher-order thinking skills. Education Sciences, 12(3), 196. https://doi.org/10.3390/educsci12030196 DOI: https://doi.org/10.3390/educsci12030196
Sulastri, S., Nurhayati, N., & Wahyudi, W. (2021). Local wisdom-based biology learning to strengthen environmental awareness. Jurnal Penelitian Pendidikan IPA, 7(4), 310–319. https://doi.org/10.29303/jppipa.v7i4.2156
Sulianto, J., Purnamasari, V., & Febriarianto, B. (2019). The effect of Think-Pair-Share learning model on students’ learning outcomes. International Journal of Elementary Education, 3(2), 124–131. https://doi.org/10.23887/ijee.v3i2.18515 DOI: https://doi.org/10.23887/ijee.v3i2.18515
Suryani, N., Rahman, A., & Yulianti, D. (2022). Project-based science learning to improve students’ scientific literacy and engagement. Jurnal Penelitian Pendidikan IPA, 8(4), 299–308. https://doi.org/10.29303/jppipa.v8i4.3129
Susiloningsih, E., Sumantri, M. S., & Marini, A. (2023). Experiential learning model in science learning: A systematic literature review. Jurnal Penelitian Pendidikan IPA, 9(9), 550–557. https://doi.org/10.29303/jppipa.v9i9.4452 DOI: https://doi.org/10.29303/jppipa.v9i9.4452
UNESCO. (2022). Education for sustainable development: Learning objectives. Sustainability, 14(9), 5293. https://doi.org/10.3390/su14095293 DOI: https://doi.org/10.3390/su14095293
Wahyuni, S., Slameto, & Setyaningtyas, T. (2018). Project-based learning to foster students’ critical thinking and collaboration skills. Jurnal Pendidikan IPA Indonesia, 7(2), 234–241. https://doi.org/10.15294/jpii.v7i2.14495
Wulandari, S. (2021). Ecological character education in science learning at elementary schools. Jurnal Pendidikan Dasar Nusantara, 7(1), 11–21. https://doi.org/10.29407/jpdn.v7i1.15632
Yulianti, D., Rahman, A., & Suryani, N. (2021). Contextual science learning to improve elementary students’ scientific literacy. Jurnal Penelitian Pendidikan IPA, 7(1), 56–64. https://doi.org/10.29303/jppipa.v7i1.1983
License
Copyright (c) 2026 Tuti Liana, Afkar, Faizah M. Nur, Fatemah Rosma, Maizura Fauzie
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:
- 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.
- 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.
- 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).
