<![CDATA[This study aims to examine the integration of the ADDIE model with ethnoscience in chemistry learning on the periodic table of elements and to identify its potential application as a contextual instructional design framework. This study employed a descriptive qualitative design using a literature review approach. The objects of the review comprised concepts, characteristics, stages, and research findings related to the ADDIE model, chemistry learning, ethnoscience, and the periodic table of elements. The research procedure involved searching, selecting, reading, classifying, and reviewing sources relevant to the focus of the study. Data were collected through a literature review of primary and secondary sources, including national and international journal articles and relevant reference books. The data were analyzed using narrative analysis and conceptual synthesis to identify connections between the ADDIE stages and ethnoscience principles in chemistry learning. The findings indicate that the five ADDIE stages Analysis, Design, Development, Implementation, and Evaluation—can systematically facilitate the integration of local cultural contexts into learning the periodic table of elements. Analysis supports the identification of students’ needs and characteristics; Design and Development facilitate the preparation of contextual learning materials; Implementation guides culturally contextualized learning activities; and Evaluation supports assessment and instructional improvement. This integration has the potential to bridge abstract chemistry concepts with students’ cultural experiences, making learning more relevant, meaningful, and comprehensible. The findings further indicate that ethnoscience integration can strengthen connections among scientific knowledge, local culture, and students’ everyday lives. Therefore, the ADDIE model can serve as a systematic, flexible, effective, and student-responsive framework for designing ethnoscience-integrated chemistry learning.]]>
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