<![CDATA[Students science process skills and their ability to solve problems can be affected if students are not involved in problem-solving practices. This study aims to analyze the implementation of the ethnoscience-based problem-based learning (PBL) model "batik ecoprint" impact on the science process skills and problem-solving abilities of 50 students in one elementary school. Observing, classifying, formulating hypotheses, applying concepts, and communicating are some of the process skill indicators studied. On the other hand, problem-solving skill indicators include problem understanding, solution planning, solution implementation, and evaluation of results. This study applies a quantitative method with a quasi-experimental research design using an unequal control group. This study results that the ethnoscience-based PBL model has a good impact on science process skills, as indicated by the results of the T-test with a significance value of 0.000 <0.05. In addition, this model has a positive impact on problem-solving skills as indicated by the results of the T-test with a significance value of 0.000 <0.05. The MANOVA test confirmed these findings. In this study, the experimental group implemented an ethnoscience-based PBL model, while the control group used a conventional learning model. The results of this study indicate that the PBL model has a positive impact and is recommended for application to other materials to support science process skills and problem-solving abilities.]]>
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