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All Journal International Journal of Ethnoscience and Technology in Education
Zulkarnaen Zulkarnaen
Department of Physics Education, Universitas Mulawarman, Samarinda, INDONESIA
Education Other

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Ethnoscience-Based Physics Learning on the Topic of Sound Waves to Enhance Students’ Creativity: A Mixed-Methods Approach Zulkarnaen Zulkarnaen; Nevi Ernita
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 1 (2026): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i1.19931

Abstract

This study addresses the need to foster students’ creativity in physics learning, particularly on abstract topics such as sound waves, through instruction that is more meaningful, contextual, and culturally relevant. Conventional physics teaching at the junior secondary level often remains teacher-centered and procedural, limiting opportunities for students to explore ideas and develop creative thinking. Therefore, this study aimed to examine whether ethnoscience-based physics learning on the topic of sound waves could improve students’ creativity, to determine the extent of improvement, and to describe how creativity emerged during the learning process. The study employed an embedded mixed-methods design. Quantitatively, it used a one-group pretest-posttest design involving 20 Grade VIII students from one junior high school in Mataram City, Indonesia. Qualitatively, classroom observations, field notes, and learning documentation were used to capture students’ engagement and manifestations of creativity. Quantitative data were analyzed using descriptive statistics, N-gain, and one-way repeated measures ANOVA, while qualitative data were analyzed through descriptive thematic analysis. The results showed a substantial improvement in students’ creativity. The mean score increased from 43.75 in the pretest to 81.38 in the posttest, with a mean N-gain of 0.80. The repeated measures ANOVA indicated a significant effect, F(1, 19) = 491.97, p < .001, with a very large effect size (partial eta squared, η² = 0.963). Qualitative findings revealed increased participation, richer idea generation, and stronger connections between physics concepts and local cultural contexts. It is recommended that ethnoscience-based learning be applied more widely in physics instruction and examined further across broader contexts and topics.
How Science Teachers Translate Indigenous Knowledge into Classroom Science: A Qualitative Study in Lombok, Indonesia Bahtiar Bahtiar; Zulkarnaen Zulkarnaen; Ibrahim Ibrahim; Wirawan Fadli; Hisbulloh Als Mustofa
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 2 (2026): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i2.22482

Abstract

This study investigated how science teachers in Lombok, Indonesia, translate Indigenous knowledge from community contexts into classroom science. A qualitative multiple-case design involved 15 science teachers from West, Central, and East Lombok. Data were generated through semi-structured interviews, 26 instructional documents, classroom observations of seven selected teachers, and researcher field memos. Iterative coding, within-case analysis, cross-case comparison, and triangulation were used to analyze the data. The findings revealed six interconnected translation processes: accessing, selecting, interpreting, negotiating, transforming, and representing Indigenous knowledge. Three epistemic positions emerged: contextual bridging, epistemic restraint, and scientific privileging. Pedagogical translation varied from deep to limited or illustrative forms, with one discrepant case. Importantly, epistemic positioning and pedagogical depth were related but distinct dimensions of teacher practice. Classroom enactment generally progressed from familiar local experiences to inquiry or analysis, scientific interpretation, and epistemic comparison. These findings conceptualize Indigenous knowledge integration as a recursive, teacher-mediated translation process and provide an empirical framework for examining culturally responsive and epistemically attentive science teaching.
Co-Authors Bahtiar Bahtiar Hisbulloh Als Mustofa Ibrahim Ibrahim Nevi Ernita Wirawan Fadli