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All Journal Indonesian Journal of STEM Education Indonesian Journal of Innovation and Educational Technology
Sophian, Nada Clairina
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Chemistry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Other

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The Ethnoscience Approach in Science Education and Its Impact on Students’ Scientific Literacy: A Literature Review Maharani, Gesti; Juddin, Sura; Sophian, Nada Clairina
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

This study aims to analyze the role of integrating ethnoscience in science learning in improving students’ scientific literacy. The method used is a systematic literature review by analyzing 33 relevant scientific articles. Data were collected through document analysis and examined using a qualitative descriptive approach to identify patterns of ethnoscience integration and its impact on scientific literacy. The results of the review indicate that ethnoscience is integrated into science learning through various forms, such as inquiry-based learning models, Project-Based Learning (PjBL), and STEM approaches, as well as through the development of teaching materials, learning media, and assessment instruments based on local wisdom. The implementation of ethnoscience is most commonly found at the junior and senior high school levels, where students are able to relate scientific concepts to cultural contexts. This integration has been proven to improve students’ scientific literacy, particularly in understanding concepts, explaining scientific phenomena, using scientific evidence, and developing critical thinking and problem-solving skills. The findings conclude that ethnoscience is an effective and contextual learning approach in enhancing students’ scientific literacy. Therefore, ethnoscience has great potential to be further developed in science education to support meaningful learning that is relevant to real-life contexts and the demands of the 21st century.
Innovative Chemistry Laboratory Models in 21st Century Learning: A Literature Review on the Development of Scientific Creativity and Science Process Skills Sophian, Nada Clairina; Maharani, Gesti; Juddin, Sura
Indonesian Journal of STEM Education Vol. 8 No. 1 (2026): Edisi Januari-Juni 2026 (Continuous Publication)
Publisher : Indonesian Publication Center

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Conventional chemistry laboratory activities based on a cookbook approach have proven insufficient in developing students’ scientific creativity and science process skills (SPS) for the 21st century. This gap is reflected in persistently low scores on originality and elaboration dimensions of creative thinking, as well as weak hypothesis formulation and experimental design skills. Despite the growing body of research on innovative laboratory practices, no comprehensive synthesis has systematically mapped the empirical evidence across multiple innovative models, compared their relative effectiveness, and identified contextual limitations, particularly for developing-country settings such as Indonesia. This research gap motivates the present study. This systematic literature review examines 42 empirical articles selected from an initial pool of over 200 studies through PRISMA screening, and analyzes innovative laboratory models empirically tested over the past decade (2016–2025), including Project-Based Learning (PjBL), Inquiry-Based Learning (IBL), STEM integration, virtual laboratories, ethnoscience-based practicum, and Green Chemistry principles. Findings consistently show that these models enhance all four dimensions of scientific creativity (fluency, flexibility, originality, elaboration) as well as integrated SPS. Quantitatively, PjBL and IBL interventions yielded the strongest effect sizes (d = 0.72–1.14) on creativity and integrated SPS dimensions, with the originality and elaboration dimensions showing the most pronounced gains compared to conventional approaches. PjBL and IBL proved most effective in stimulating divergent thinking, while virtual laboratories reduced cognitive load on abstract content. Despite challenges such as infrastructure limitations and teacher readiness, locally sourced materials and microscale experiment designs offer affordable and practical solutions. Concrete recommendations for educators and policymakers are provided to modernize the design of chemistry practicums sustainably.
Co-Authors Juddin, Sura Maharani, Gesti