<![CDATA[Instruction on local cultural topics in primary schools often relies on teacher explanation and textbooks, and this classroom action research examined whether an ethnoscience-based virtual field trip (VFT) integrated with project-based learning (PjBL) could improve fourth-grade learning outcomes in Natural and Social Sciences. Following the Kemmis spiral across two cycles, the study involved all 11 fourth-grade students of a public elementary school in Klaten, Central Java, used jamu kunir asem (a traditional turmeric-tamarind drink) as the cultural context, collected data through an observation checklist and a ten-item test, and analyzed class mean scores and the percentage of students reaching the learning objective attainment criterion of 75 descriptively. The class mean rose from 44.55 in the pre-cycle to 54.55 in Cycle I and 90.00 in Cycle II, and mastery increased from 9.09% to 18.18% and then to 100%, which met the success criteria of a class mean of at least 75 and mastery of at least 85%. These findings indicate that combining ethnoscience content, a VFT, and project work was associated with improved cognitive learning outcomes in a local heritage topic, and the single-class design without a comparison group calls for cautious generalization and further testing with larger and comparative samples.]]>
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