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All Journal Jurnal Pendidikan Teknologi dan Kejuruan Jurnal Periodic Jurusan Kimia UNP Sainstek Jurnal Riset Kimia Edu Sains: Jurnal Pendidikan Sains dan Matematika JURNAL EKSAKTA PENDIDIKAN (JEP) JURNAL PENDIDIKAN TAMBUSAI Pelita Eksakta Chemistry Education Practice CHEDS: Journal of Chemistry, Education, and Science MASALIQ: Jurnal Pendidikan dan Sains Jurnal Kimia dan Rekayasa Jurnal Pendidikan IPA Indonesia Jurnal Pendidikan MIPA Proceeding of International Conference on Biology Education, Natural Science, and Technology
Minda Azhar
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Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Energy Engineering Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Journal : Jurnal Pendidikan IPA Indonesia

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Uncovering the Potential of Ethnoscience in Science Learning to Improve Students’ Literacy: A Systematic-Literature Review (2014–2024) Nur Hikmah; Yohandri; Fitri Arsih; Minda Azhar; Abdul Razak
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.19591

Abstract

Literacy is a crucial 21st-century skill aligned with SDG 4 (Quality Education), yet Indonesian students continue to face challenges, as reflected in PISA 2022 results. Ethnoscience, which integrates local wisdom into science education, offers a promising approach to address this issue. This study presents a systematic literature review of research published between 2014 to 2024 on the use of ethnoscience in science learning and its impact on student literacy. The findings indicate that ethnoscience has been widely applied, particularly at the high school level, through strategies such as project-based learning, inquiry, and STEAM. Ethnoscience contributes to improving scientific, environmental, and cultural literacy by contextualizing science learning and fostering engagement, critical thinking, and cultural awareness. This research synthesizes a decade of empirical evidence on ethnoscience integration in science education, maps the strategies employed, and examines their relationship with students’ literacy outcomes. The results suggest that ethnoscience provides a culturally grounded approach that can effectively support the development of science literacy.
Co-Authors Abdul Razak Abdul Razak Ali Amran Alizar Ulianas Alizar Ulianus Ananda Putra Anni Faridah Ardiansyah, Alexander Asaumi, Suci Budhi Oktavia DESSY NATALIA Devi, Hafiza Tara Devita Efri Dewi, Suci Firma Dwi Putri, Dola Edi Nasra Egidia Mayendra Fajriah Azra Fatimah Jora Festiyed, F Fitri Amelia Fitri Arsih Guspatni Guspatni Harnas, Dolla Mulyana Hary Sanjaya Ike Ramadhanty Daniel Indang Dewata Iryani Iryani Isriza Mahendra Jamsari Jamsari Khairani - Khairani - Laura Dwi Rha Hayu Ma’a, Yustini Masrid Pikoli Mawardi Anwar Melta, Defrian Mentari, Berhias Meri Novia Nurman Miftahul Khair Minda Azhar Muhammad Farhan Mukhaiyar, Riki Munita, Azizah Nizar, Umar Kalmar Nofrianto Nofrianto Novriansyah, Edo Nur Hikmah Pernadi, Niza Lian Prarazuwa, Salsabila Prima Aswirna Putra, Ananda Putri, Selvi Apriliana Rafiqa Khaira Rahmi Fauziah Rahmi Holinesti Rahmi, Fathaniah Raviqa Randa Sagita Regita Putri, Olivia Rendi Ananda Rika Purnama Sari Roza, Media Sabrina, Joya Sagita, Randa Sherly Kasuma Warda Ningsih Sovia, Eka Sri Benti Etika Sumaryati Syukur Suryelita, Suryelita Umar Kalmar Nizar Vegi Kurnia Navida Verrira, Wilsa Restu Vovien - Yerimadesi Yerimadesi Yohandri Yohandri Bow Yustini Ma’a Zulhendra, Zulhendra