Development of Ethnochemistry-Based Learning Products for Indonesian High Schools: A Systematic Literature Review
DOI:
10.29303/jppipa.v12i11.15450Published:
2026-11-11Downloads
Abstract
Indonesia has diverse cultures that can be utilized as contexts for chemistry learning through an ethnochemistry approach. However, studies specifically mapping the development of ethnochemistry-based learning products remain limited. This study aims to analyze the development of ethnochemistry learning products at the senior high school level in Indonesia based on product types, ethnochemistry content and chemistry topics, geographical distribution, learning strategies, and learning outcomes. A Systematic Literature Review (SLR) was conducted by adopting the PRISMA 2020 protocol. Literature was obtained from ERIC, Google Scholar, Scopus, and Semantic Scholar for publications from 2016–2025. Based on the inclusion criteria, 28 articles were selected and analyzed using content analysis. The results show a shift in learning product development from printed to digital formats. Traditional culinary and cultural practices were the most frequently integrated ethnochemistry contents, while acid–base chemistry was the most dominant topic. Cultural content originated from various regions of Indonesia, with Central Java showing the greatest diversity, although its distribution remained uneven. Problem-Based Learning (PBL) was the most frequently used learning model, while learning outcomes predominantly focused on the cognitive domain, particularly scientific literacy. Future research should explore underrepresented cultural regions, more abstract chemistry topics, and affective or psychomotor domains
Keywords:
Chemistry education Ethnochemistry Instructional material development Systematic literature reviewReferences
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