<![CDATA[The integration of ethnoscience into Natural and Social Sciences (IPAS) learning in elementary schools serves as an effort to connect scientific concepts with local wisdom embedded in community practices. However, the implementation of ethnoscience-based learning remains challenging for teachers due to various contextual and instructional constraints. This study aims to explore and analyze the challenges experienced by teachers in implementing ethnoscience-based learning in IPAS subjects at elementary schools. This study employed an interpretivist paradigm with a descriptive qualitative approach. Data were collected through in-depth interviews, participatory observations, and document analysis involving fourth- and fifth-grade IPAS teachers. The data were analyzed through thematic analysis to identify patterns of challenges encountered by teachers. The findings indicate four major challenges: (1) limited availability of locally relevant ethnoscience-based learning materials; (2) discrepancies between local knowledge and national curriculum demands; (3) limited instructional time and challenges in managing ethnoscience-based learning activities; and (4) insufficient institutional and community support. These findings indicate the importance of strengthening teacher professional development, providing contextual learning resources, and establishing collaboration between schools and local cultural communities to support the implementation of ethnoscience-based IPAS learning.]]>
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