<![CDATA[Locally grounded science projects may support creative thinking by connecting scientific inquiry with familiar cultural practices. This study developed a module integrating ethnoscience and project-based learning through virgin coconut oil production and examined preliminary changes in Grade VII students’ creative thinking. Development followed the Four-D model, with three experts reviewing the instructional materials and assessment. Feasibility was examined through teacher and student responses and lesson observations. A nonequivalent pretest–posttest comparison involved an experimental class (n = 32) and a control class (n = 30) at SMPN 1 Pujut, Central Lombok, Indonesia, over three meetings. Product-review scores ranged from 68% to 77%, teacher response scores from 74% to 84%, and student response scores from 68% to 77%; observed implementation increased from 80.0% to 87.5%. Mean creative-thinking scores increased from 63 to 85 in the experimental class and from 62 to 70 in the control class. Reported overall normalized gains were 0.61 (moderate) and 0.21 (low), respectively. The findings suggest the module’s potential to support creative thinking. However, these outcomes remain descriptive because individual-level scores and dispersion estimates were unavailable; stronger conclusions require auditable individual-level data and baseline-adjusted analyses.]]>
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