Integration of Ethnoscience in Natural Science learning: Literacy Study
DOI:
10.29303/jppipa.v11i6.9980Published:
2025-06-30Downloads
Abstract
Science education is essential for developing scientific literacy and critical thinking. However, traditional approaches often lack contextual relevance, especially in areas rich in local wisdom. This study aims to examine how ethnoscience—science learning that integrates local cultural values—can enhance meaningful learning while preserving cultural identity. The objective is to analyze its application, identify potential local cultural topics, and evaluate effective teaching methods. This qualitative research is conducted through a literature review following the PRISMA framework. From 98 articles identified via the Scopus database, 27 were selected for in-depth analysis. Data were analyzed using thematic content analysis. Results show that 55.56% of the studies used interdisciplinary approaches, while Biology topics were underrepresented (7.40%). Physics and Chemistry showed high contextual relevance, particularly in traditional technologies and natural materials. Common local cultural themes include crafts, martial arts, measurement tools, games, traditional medicine, and eco-friendly pesticides. Media used include modules, digital worksheets, LMS, and interactive technology. Effective pedagogical models include Ethno-STEM, EthCBL, RE-STEM, E-PjBL, and SIL, all of which promote scientific literacy, 21st-century competencies, and cultural appreciation. The findings highlight the potential of ethnoscience to support holistic and culturally responsive science education.
Keywords:
Cultural integration, Ethnoscience, Learning theory and practice, Local wisdom, Science learningReferences
Adedoyin, O. O., & Belo, E. (2021). Bridging the gap between science education and cultural knowledge in Africa. Journal of Science Education and Technology, 30(2), 214–228. https://doi.org/10.1007/s10956-021-09885-5
Aikenhead, G., & Michell, H. (2011). Bridging cultures: Indigenous and scientific ways of knowing nature. Pearson Canada.
Albuquerque, U. P. (2022). What is the métier of ethnobiology or why should this science be busy? Ethnobotany Research and Applications, 24, 1–7. https://doi.org/10.32859/era.24.9.1-7
Ardianti, S. D., Wanabuliandari, S., Saptono, S., & Alimah, S. (2019). A needs assessment of edutainment module with ethnoscience approach oriented to the love of the country. Jurnal Pendidikan IPA Indonesia, 8(2), 153–161. https://doi.org/10.15294/jpii.v8i2.13285
Cabral, L. (2021). Embrapa and the construction of scientific heritage in Brazilian agriculture: Sowing memory. Development Policy Review, 39(5), 789–810. https://doi.org/10.1111/dpr.12531
Daryanto. (2019). Media pembelajaran berbasis IT dan aplikasi pendidikannya. Gava Media.
Dewi, C. A., Erna, M., Haris, I., & Kundera, I. N. (2021). Effect of contextual collaborative learning based ethnoscience to increase student’s scientific literacy ability. Journal of Turkish Science Education, 18(3), 525–541. https://doi.org/10.36681/tused.2021.88
Diliarosta, S., Efendi, A., Dillasamola, D., Oktomalioputri, B., & Ramadhani, R. (2021). Reconstruction and scientific explanation of akar kuning (Arcangelisia flava Merr.) from West Sumatra as ethnomedicine and source of science learning. Pharmacognosy Journal, 13(1), 206–211. https://doi.org/10.5530/pj.2021.13.29
Elvianasti, M., Lufri, L., Zainul, R., Festiyed, F., Diliarosta, S., Zidny, R., & Damaiana, M. A. (2023). Exploring indigenous knowledge of traditional martial art “Silat Beksi” to identify contents and contexts for science learning in biology education. Pegem Eğitim ve Öğretim Dergisi, 13(2), 371–385. https://doi.org/10.47750/pegegog.13.02.40
Fadli, A., & Irwanto. (2020). Implementasi kearifan lokal dalam pembelajaran sains untuk mengembangkan karakter peserta didik. Jurnal Pendidikan Sains Indonesia, 8(2), 123–131.
Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Cengage Learning.
Hafsa, N. (2022). The role of ethnoscience in enhancing science learning in rural communities. International Journal of Science Education, 44(4), 567–589. https://doi.org/10.1080/09500693.2022.2027899
Hariyono, E., Rizki, I. A., Lestari, D. A., Citra, N. F., Islamiyah, A. N., & Agusty, A. I. (2023). Engklek game ethnoscience-based learning material (Egeblm) to improve students’ conceptual understanding and learning motivation. Jurnal Pendidikan IPA Indonesia, 12(4), 635–647. https://doi.org/10.15294/jpii.v12i4.43941
Ikram, A., Kurniawan, D. A., & Lubis, A. R. (2022). The development of ethnoscience-based biology learning to improve students’ environmental awareness and scientific literacy. International Journal of Scientific & Technology Research, 11(1), 101–109.
Irfandi, I., Sudarma, T. F., Festiyed, F., Yohandri, Y., Diliarosta, S., Surahman, D., & Siregar, A. M. (2023). E-learning and physics teaching materials based on Malay ethnoscience on the East Coast. Jurnal Pendidikan IPA Indonesia, 12(3), 366–376. https://doi.org/10.15294/jpii.v12i3.4544
Kementerian Pendidikan dan Kebudayaan. (2021). Merdeka Belajar: Kebijakan pendidikan Indonesia. Kemendikbud RI.
Khusniati, M., Heriyanti, A. P., Aryani, N. P., Fariz, T. R., & Harjunowibowo, D. (2023). Indigenous science constructs based on Troso woven fabric local wisdom: A study in ethnoscience and ethnoecology. Journal of Turkish Science Education, 20(3), 549–566. https://doi.org/10.36681/tused.2023.031
Kim, M., & Roth, W. M. (2021). Rethinking science literacy: Embedding indigenous knowledge in science education. Cultural Studies of Science Education, 16(3), 517–533. https://doi.org/10.1007/s11422-021-10044-w
Kurniawan, D. A., Salsabilah, W. S., Kurniawati, E. F., Anandari, Q. S., Perdana, R., Lumbantoruan, A., Nasih, N., Samosir, S. C., & Dewi, U. P. (2019). Ethnoscience investigation in primary schools: Impact on science learning. Universal Journal of Educational Research, 7(12), 2789–2795. https://doi.org/10.13189/ujer.2019.071229
Kurniawan, W., & Basuki, F. R. (2024). Ethnoscience learning: How do teachers implement it to increase scientific literacy in junior high school? International Journal of Evaluation and Research in Education, 13(3), 1719–1730. https://doi.org/10.11591/ijere.v13i3.26180
Lee, Y. (2020). Integrating indigenous knowledge into science education: A path towards inclusive pedagogy. Science Education, 104(5), 892–914. https://doi.org/10.1002/sce.21587
Mudana, W. (2023). The effect of ethnoscience-based course review horay learning towards cultural concept understanding and science process skills of elementary school students. Nurture, 17(2), 137–148. https://doi.org/10.55951/nurture.v17i2.253
Mulyono, Y., Sapuadi, S., Yuliarti, Y., & Sohnui, S. (2024). A framework for building scientific literacy through an inquiry learning model using an ethnoscience approach. International Journal of Advanced and Applied Sciences, 11(8), 158–168. https://doi.org/10.21833/ijaas.2024.08.017
Munk, A. K., Olesen, A. G., & Jacomy, M. (2022). The thick machine: Anthropological AI between explanation and explication. Big Data and Society, 9(1). https://doi.org/10.1177/20539517211069891
Nisa’, K., Suprapto, N., Shofiyah, N., & Cheng, T.-H. (2024). How does ethnoscience-students’ worksheet (ESW) influence in science learning? Journal of Education and Learning, 18(2), 403–412. https://doi.org/10.11591/edulearn.v18i2.21178
Organisation for Economic Co-operation and Development. (2018). PISA 2018 assessment and analytical framework. OECD Publishing.
Prayogi, S., Ahzan, S., Rokhmat, J., & Verawati, N. N. S. P. (2023). Dynamic blend of ethnoscience and inquiry in a digital learning platform (e-learning) for empowering future science educators’ critical thinking. Journal of Education and E-Learning Research, 10(4), 819–828. https://doi.org/10.20448/jeelr.v10i4.5233
Pujiastuti, S. E., Asyhar, R., Prasetya, A. T., & Diliarosta, S. (2023). Chemistry project-based learning for secondary metabolite course with Ethno-STEM approach to improve students’ conservation and entrepreneurial character in the 21st century. Journal of Technology and Science Education, 13(1), 393–409. https://doi.org/10.3926/jotse.1792
Putu Verawati, N. N. S., Harjono, A., & Gummah, S. (2022). Inquiry-creative learning integrated with ethnoscience: Efforts to encourage prospective science teachers’ critical thinking in Indonesia. International Journal of Learning, Teaching and Educational Research, 21(9), 232–248. https://doi.org/10.26803/ijlter.21.9.13
Rahmawati, S., & Ridwan, R. (2023). Pembelajaran berbasis etnosains untuk meningkatkan literasi sains di sekolah dasar. Penerbit Pendidikan Nasional.
Rahmawati, Y., & Ridwan, A. (2017). Ethnoscience in science education: Integration of local wisdom in science learning in schools to build students’ environmental awareness and cultural understanding. Indonesian Journal of Science and Education, 6(3), 179–188.
Rahmawati, Y., & Ridwan, R. (2023). Pembelajaran berbasis etnosains untuk meningkatkan literasi sains di sekolah dasar. Penerbit Pendidikan Nasional.
Rahmawati, Y., & Taylor, P. C. (2017). Cultivating multicultural awareness through science education: Indonesian ethnoscience context. Cultural Studies of Science Education, 12(2), 287–311. https://doi.org/10.1007/s11422-015-9715-0
Riyanto, A., & Carmeli, B. (2021). Inovasi pembelajaran di era digital. Pustaka Pendidikan.
Saminan, S., Irwandi, I., Kamza, M., & Rasul, M. S. B. (2024). Acehnese ethnoscience as an interdisciplinary approach in physics education: Innovating in the era of Merdeka Belajar. Jurnal Ilmiah Peuradeun, 12(3), 1071–1098. https://doi.org/10.26811/peuradeun.v12i3.1277
Sanaya, W. (2020). Strategi pembelajaran: Berorientasi standar proses pendidikan. Kencana.
Sari, A. R., Widodo, S., & Wahyuni, N. (2022). Pemanfaatan etnosains dalam pembelajaran kimia: Kearifan lokal sebagai basis kontekstualisasi materi. Jurnal Penelitian dan Pembelajaran Sains, 15(4), 215–227.
Setiawan, H., & Wati, L. (2019). Permainan tradisional sebagai media pembelajaran sains di sekolah dasar. Jurnal Pendidikan Anak, 7(3), 45–53.
Sotero, M. C., Alves, Â. G. C., Arandas, J. K. G., & Medeiros, M. F. T. (2020). Local and scientific knowledge in the school context: Characterization and content of published works. Journal of Ethnobiology and Ethnomedicine, 16(1), 1–16. https://doi.org/10.1186/s13002-020-00373-5
Subali, B., Faizah, Z., & Sidiq, M. (2023). Indonesian national assessment support: Can RE-STEM Android app improve students’ scientific literacy skills? International Journal of Evaluation and Research in Education, 12(3), 1399–1407. https://doi.org/10.11591/ijere.v12i3.24794
Sudarmin, S., Zahro, L., Pujiastuti, S. E., Asyhar, R., Zaenuri, Z., & Rosita, A. (2019). The development of PBL-based worksheets integrated with green chemistry and ethnoscience to improve students’ thinking skills. Jurnal Pendidikan IPA Indonesia, 8(4), 492–499. https://doi.org/10.15294/jpii.v8i4.17546
Sugiyanto. (2018). Pengembangan model pembelajaran berbasis proyek dalam pendidikan abad 21. Penerbit UNY.
Sumarni, W. (2018). Ethnochemistry in chemistry learning: Utilizing local wisdom to build contextual learning. Journal of Innovative Science Education, 7(1), 34–41. https://doi.org/10.15294/jise.v7i1.23600
Sumarni, W., Faizah, Z., Subali, B., & Wiyanto, W. (2020). The urgency of religious and cultural science in STEM education: A metadata analysis. International Journal of Evaluation and Research in Education, 9(4), 1045–1054. https://doi.org/10.11591/ijere.v9i4.20462
Sumarni, W., Wahyuni, S., & Muhtadi, A. (2020). Ethnoscience learning approach: Innovation in science learning to enhance students’ cultural awareness and learning outcomes. Journal of Physics: Conference Series, 1567(4), 042027. https://doi.org/10.1088/1742-6596/1567/4/042027
Suprapto, N., Prahani, B. K., & Cheng, T.-H. (2021). Indonesian curriculum reform in policy and local wisdom: Perspectives from science education. Jurnal Pendidikan IPA Indonesia, 10(1), 69–80. https://doi.org/10.15294/jpii.v10i1.28438
Wahyudi, W., Verawati, N. N. S. P., Islahudin, I., & Agustina, S. (2023). Hybrid ethno-project based learning integrated with virtual assistive technology to enhance students’ critical thinking in fundamental physics course. TEM Journal, 12(4), 2006–2012. https://doi.org/10.18421/TEM124-11
Widarti, H. R., Wiyarsi, A., Yamtinah, S., Siddiq, A. S., Sari, M. E. F., Fauziah, P. N., & Rokhim, D. A. (2025). Analysis of content development in chemical materials related to ethnoscience: A review. Journal of Education and Learning (EduLearn), 19(1), 422–430. https://doi.org/10.11591/edulearn.v19i1.21210
Wulandari, L., Supardi, K. I., & Putra, Z. H. (2021). Integrasi budaya lokal dalam pembelajaran sains di sekolah dasar untuk meningkatkan pemahaman siswa. Jurnal Pendidikan dan Pembelajaran, 10(1), 75–84.
Yuliana, I., Cahyono, M. E., Widodo, W., & Irwanto, I. (2021). The effect of ethnoscience-themed picture books embedded within context-based learning on students’ scientific literacy. Eurasian Journal of Educational Research, 2021(92), 317–334. https://doi.org/10.14689/ejer.2021.92.16
Yusuf, M., Zainuddin, Z., & Hamdani, D. (2022). Integrasi etnosains dalam bahan ajar untuk meningkatkan kearifan lokal di sekolah menengah pertama. Jurnal Pendidikan Sains dan Teknologi, 13(2), 89–98.
Zidny, R., & Eilks, I. (2022). Learning about pesticide use adapted from ethnoscience as a contribution to green and sustainable chemistry education. Education Sciences, 12(4), 248. https://doi.org/10.3390/educsci12040227
Zidny, R., Sjöström, J., & Eilks, I. (2020). A multi-perspective reflection on how indigenous knowledge and related ideas can improve science education for sustainability. Science and Education, 29(1), 145–185. https://doi.org/10.1007/s11191-019-00100-x
License
Copyright (c) 2025 Sudirman, Sutikno, Dyah Rini Indriyanti, Woro Sumarni, Margareta Rahayuningsi
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).
