<![CDATA[Indonesian high school students demonstrate persistent misconceptions in ecosystem learning, particularly in energy flow (25.39%) and biogeochemical cycles (20.41%), largely attributed to decontextualised instruction disconnected from students' cultural realities. This study aimed to identify indigenous ecological knowledge practices of Kampung Naga, reconstruct them into scientifically validated biological concepts through an emic-to-etic ethnoscience framework, and map reconstructed concepts onto the biology learning outcomes of the Indonesian merdeka curriculum phase E. A qualitative ethnographic design was employed, with data collected through participatory observation, semi-structured interviews with one kuncen, two community guides, and three supporting informants, and systematic literature review. Data were analysed through three-stage coding, science reconstruction via peer-reviewed literature cross-referencing, and pedagogical mapping against criteria of conceptual relevance, grade level appropriateness, and contextual applicability. Fifteen indigenous knowledge practices across three ecological domains, namely traditional agriculture, customary forest zoning, and water management, were successfully reconstructed and mapped onto six ecosystem concept clusters: energy flow, biogeochemical cycles, interspecific interactions, abiotic-biotic interactions, conservation strategies, and human-ecosystem interaction. Key practices such as the saung lisung above balong system, three-zone water management (Azas Tritangtu), and indigenous phytoremediation in balong simultaneously address multiple high-misconception sub-concepts within a single culturally authentic context. The findings confirm that Kampung Naga's ecological knowledge constitutes a scientifically coherent and pedagogically rich resource for high school ecosystem learning, and demonstrate a replicable reconstruction model applicable to other indigenous communities across Indonesia]]>
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