<![CDATA[This study aims to analyze the challenges faced by teachers in integrating ethnoscience values into Natural Science (Science) learning at SDN 3 Sila. This study employed a qualitative approach with a single-case study design. The research subject was the fourth-grade teacher, while students served as supporting informants. Data were collected through observations and interviews with the teacher and students. Data analysis used the Miles and Huberman interactive model, which consists of data reduction, data presentation, and conclusion drawing. The results showed that the teacher had integrated local knowledge and culture into science learning, including coconut oil production, rice cultivation, the use of leaves as medicine, and bamboo weaving. However, the teacher still faced several challenges, namely a limited understanding of ethnoscience concepts, difficulties in connecting local cultural practices with scientific concepts, limited learning resources and media, and a lack of training. Students also experienced difficulties understanding unfamiliar terms and concepts, but showed greater interest in learning activities involving pictures, concrete objects, videos, stories, and hands-on practices. Therefore, teacher training, the provision of adequate learning resources, and school support are needed to ensure that ethnoscience integration in science learning can be implemented systematically and effectively.]]>
Copyrights © 2026
