<![CDATA[This study aims to examine the need for developing an Ethno-STEM Project-Based Learning (PjBL) teaching module based on Keumamah processing to enhance elementary students’ scientific literacy. The research is motivated by students’ difficulties in understanding abstract science concepts due to decontextualized learning that lacks connection to their sociocultural environment. A quantitative descriptive method with a needs assessment design was employed, involving 120 fifth-grade students and 12 science teachers in coastal areas of Aceh selected through purposive sampling. Data were collected using questionnaires, supported by observation and documentation. The findings indicate that from the teachers’ perspective, there is a high level of urgency to develop the proposed module (89.1%), largely driven by the limited availability of locally contextualized teaching materials (85.6%). From the students’ perspective, most reported difficulties in understanding abstract concepts (78.4%), while a large proportion expressed strong interest in contextual learning (85.0%). Additionally, the availability of scientific literacy assessment instruments remains low (21.5%). This study concludes that there is a critical need to develop an Ethno-STEM-based PjBL module that integrates local wisdom, such as Keumamah processing. This study provides an empirical basis for designing culturally relevant and scientifically meaningful learning tools to support 21st-century literacy skills.]]>
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