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All Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA)
Cut Maulina
Universitas Iskandar Muda, Banda Aceh, Indonesia

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A Learning Model Integrating Ethnoscience, Discovery Learning, and Digital Media for Elementary Science Education Fita Nelyza; Ruslaini Ruslaini; Cut Maulina; Agus Kistian; Eva Novita; Abdul Gani
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 2: APRIL 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i2.1009

Abstract

Science literacy among elementary school students remains relatively low, particularly due to the lack of integration between scientific concepts, cultural context, and digital learning environments. This study aims to develop and validate an integrated learning model that combines ethnoscience, discovery learning, and digital media to support science literacy in elementary education. The study employed a design-based research approach involving literature analysis, model development, expert validation, and a limited try-out. The results indicate that the proposed model is categorized as very valid, with an average validation score of 4.4 (88%) in terms of content relevance, construct coherence, and practicality. The limited try-out results show that approximately 90% of students were actively engaged in learning activities, while 85% were able to follow the learning syntax effectively. The integration of ethnoscience provides contextual learning experiences, discovery learning facilitates active knowledge construction, and digital media enhances interactivity and conceptual understanding. Therefore, the proposed model offers a comprehensive and applicable instructional framework to support science literacy in elementary education. This study contributes to the development of integrated learning models by providing a structured and empirically supported framework that can be implemented in elementary science classrooms
Integration of Environmental Degradation Issues in Biodiversity Learning in the Primary School Teacher Education Program at Iskandar Muda University Cut Maulina; Nena Puspita Sari; Ruslaini Ruslaini; Muzakkir Zakaria; Fakhri Ramadhan
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i2.1162

Abstract

The increasing rate of environmental degradation requires the education sector to play a more active role in fostering ecological awareness among younger generations. However, in higher education particularly in the basic science concepts course environmental degradation issues are often not optimally integrated into the learning process, resulting in prospective teachers’ understanding remaining largely conceptual and less contextual. This study aims to analyze the integration of environmental degradation issues into biodiversity learning in the Primary School Teacher Education Program (PGSD) at Iskandar Muda University and to examine its impact on prospective teachers’ conceptual understanding and ecological awareness. The research employed a qualitative approach using a case study design. Data were collected through classroom observations, in-depth interviews with lecturers and prospective teachers, and analysis of instructional documents such as the semester learning plan and teaching materials. The findings reveal that integrating environmental degradation issues into biodiversity learning enhances prospective teachers’ conceptual understanding, strengthens their analytical abilities regarding environmental problems, and fosters greater ecological awareness. Learning that connects scientific concepts with real environmental conditions was found to create a more contextual and meaningful learning experience. The study highlights the importance of developing environment-based pedagogical strategies in teacher education. Therefore, it is recommended that environmental issues be systematically integrated into teacher education curricula to support sustainability-oriented education
Co-Authors Abdul Gani Agus Kistian Eva Novita Fakhri Ramadhan Fita Nelyza Muzakkir Zakaria Nena Puspita Sari Ruslaini Ruslaini