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International Journal of Ethno-Sciences and Education Research
Published by Research Collaborations Community
ISSN : -     EISSN : 27767590     DOI : https://doi.org/10.46336/ijeer.v1i3.292
Core Subject : Religion, Humanities, Education, Engineering,
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Transportation Other
Ethno-science is as an attempt "to recast what serves as science to others, their practice of taking care of themselves and their bodies, their botanical knowledge, but also the form of their classification, making connections, etc. Educational research is a systematic attempt to gain a better understanding of the educational process, with the aim of increasing its efficiency. This is done by applying the scientific method to studying educational problems. Ethno-science learning aims to reconstruct cultural knowledge and local wisdom. This learning process is very flexible and useful in combining basic and applied scientific research in education. Ethnoastronomy Ethnobiology Ethnobotany Ethnochemistry Ethnoecology Ethnomathematics Ethnomedicine Ethnopharmacy Ethnozoology Ethnomusicology Ethno-Economics Ethno Physics Traditional knowledge Traditional medicine And so on Educational Psychology Philosophy of Education Sociology of Education Economics of Education Educational Administration Comparative Education Curriculum construction and Textbooks Educational Measurement and Test development Teacher education and teaching behavior Guidance and counselling Educational Technology Distance Learning Evaluation of the Learning Process And so on
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 238 Documents
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Transforming Digital Pedagogy in Primary School Teacher Education (PGSD) to Enhance Learning Quality in the Post-Pandemic Era Riza Adrian Ibrahim; Alim Jaizul; Yasir Salih
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 3 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i3.1292

Abstract

The transformation of digital pedagogy has become a crucial aspect of improving the quality of education, particularly in the post-pandemic era. This study aims to analyze the role of digital pedagogy in Primary School Teacher Education (PGSD), focusing on its potential to enhance teaching effectiveness, student engagement, and learning outcomes. The research employs a qualitative approach through a systematic literature review of scholarly articles and educational reports published between 2021 and 2026. The findings reveal that digital pedagogy supports interactive learning environments, promotes student-centered approaches, and strengthens teachers’ instructional competencies. However, challenges such as limited digital infrastructure, insufficient teacher readiness, and gaps in digital literacy persist. Furthermore, the shift toward hybrid and technology-based learning requires continuous adaptation from both educators and institutions. Therefore, integrating digital pedagogy into PGSD curricula is essential to prepare future teachers who are innovative, adaptive, and technologically competent. The study concludes that strategic policy support, infrastructure development, and ongoing professional training are key factors in optimizing digital pedagogy implementation in primary education.
The Effect of a Free Nutritious Meal Program on Elementary Students’ School Attendance Interest Mugi Lestari; Muhammad Rizky Auliar; Nurfadhlina Abdul Halim
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 3 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i3.1304

Abstract

going to school remain significant challenges, particularly at the elementary level. One of the factors influencing students’ attendance is their level of interest, which can be affected by both internal and external conditions, including nutritional intake and economic background. The problem addressed in this study is whether the free nutritious meal program influences students’ interest in attending school. Therefore, this study aims to analyze the effect of a free nutritious meal program on students’ interest in attending school at SDN Nangoh. This research employs a quantitative approach using a survey method, with a total sample of 30 students from grades V and VI. Data were collected through a Likert-scale questionnaire and analyzed using Python, including validity testing (Pearson correlation), reliability testing (Cronbach’s Alpha), normality testing (Shapiro-Wilk), correlation analysis (Pearson and Spearman), and simple linear regression. The results show that all instrument items are valid and highly reliable, with Cronbach’s Alpha values of 0.935 (X) and 0.978 (Y). The normality test indicates that the data are not normally distributed, thus Spearman correlation is used, resulting in a very strong and significant relationship (ρ = 0.991; p < 0.05). Regression analysis reveals a significant positive effect (β = 1.053; p < 0.05) with a coefficient of determination (R²) of 0.990, indicating that 99% of the variation in students’ interest is explained by the program. In conclusion, the free nutritious meal program has a very strong and significant effect on increasing students’ interest in attending school, as it fulfills nutritional needs, enhances motivation, and reduces economic barriers.
Enhancing Students’ Learning Motivation through Project-Based Learning at MI Dangdeur Andri Zainul Romdhoni; Nurnisaa; Sundarapandian Vaidyanatahan
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 3 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i3.1312

Abstract

This study aims to analyze the implementation of the Project-Based Learning (PjBL) method and its impact on students’ learning motivation at MI Dangdeur. This research employed a qualitative approach with a case study design involving fifth-grade and sixth-grade students, consisting of 18 and 21 students respectively. Data were collected through observation, interviews, and documentation, and analyzed using the interactive model of data analysis, including data reduction, data display, and conclusion drawing. The findings revealed that the implementation of PjBL was carried out through several structured stages, including the formulation of driving questions, project planning, implementation, monitoring, and evaluation. The results showed a significant improvement in students’ learning motivation across various indicators, such as persistence in completing tasks, enthusiasm in learning, initiative, collaborative participation, and sense of accomplishment. Students demonstrated higher engagement, active participation, and greater responsibility in the learning process compared to conventional teacher-centered methods. Furthermore, the study found that PjBL not only enhances students’ intrinsic motivation but also promotes collaboration, social interaction, and independent learning skills. Despite challenges such as limited time, differences in student abilities, and resource constraints, the overall implementation of PjBL proved to be effective in creating a more meaningful and student-centered learning environment. In conclusion, the Project-Based Learning method is an effective instructional approach to improve students’ learning motivation, particularly in primary education settings.
A Systematic Literature Review on Integrating Artificial Intelligence (AI) in Primary School Teacher Education: Opportunities, Challenges, and Future Directions Yasir Salih; Tedi Fauzi; Setyo Luthfi Okta
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 3 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i3.1313

Abstract

The global education disruption caused by the COVID-19 pandemic has intensified learning loss, particularly in primary education, and highlighted the urgent need for innovative teaching approaches. This study aims to examine the integration of artificial intelligence in primary school teacher education as a strategic response to these challenges. Using a qualitative design through a systematic literature review, this research analyzes recent academic publications to explore the opportunities, challenges, and future directions of artificial intelligence in teacher education. The findings indicate that artificial intelligence enhances learning quality by enabling personalized instruction, improving instructional design, and increasing student engagement. It also supports pre-service teachers in developing adaptive and data-driven teaching practices. However, several challenges persist, including unequal access to digital infrastructure, limited technological competence, and ethical concerns related to data use. These barriers highlight the need for comprehensive curriculum reform and institutional support. Furthermore, the study emphasizes the importance of preparing future teachers who are not only technologically skilled but also capable of integrating artificial intelligence meaningfully into pedagogical practices. In conclusion, the integration of artificial intelligence in teacher education is essential for improving learning outcomes and building resilient education systems in the digital era.
The Effectiveness of The Open-Ended Learning Model in Improving Students' Mathematical Problem-Solving Ability Hana Kamilah; Charis Maulana
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 3 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i3.1354

Abstract

This study examines the effectiveness of the open-ended learning model in improving the mathematical problem-solving ability of ninth-grade students at SMA Muhammadiyah 1 Semarang. A quasi-experimental, nonequivalent control-group design was used, employing parametric statistical analysis. The research population consisted of ninth-grade students at the school, from which two classes were selected through cluster random sampling: Class IX-A as the experimental group, instructed using the open-ended learning model, and Class IX-C as the control group, instructed using conventional teaching. Mathematical problem-solving ability was measured with a five-item essay test. Hypothesis testing using an independent-samples t-test produced t = 9.57, which exceeds the critical value t-table = 2.00 at the 5% significance level, indicating a statistically significant difference between the two groups. It can therefore be concluded that there is a significant effect of applying the open-ended learning model on students' mathematical problem-solving ability in Class IX of SMA Muhammadiyah 1 Semarang during the 2024/2025 academic year. This conclusion is reinforced by the considerable gap between the experimental group's mean score (75.00) and the control group's mean score (41.20). These findings support the theoretical proposition that instructional approaches emphasizing multiple solution strategies and student-centered inquiry cultivate deeper mathematical reasoning than approaches built around a single, teacher-demonstrated procedure.
Ethnoscience-Based Project Learning Rooted in Sundanese Indigenous Ecological Knowledge: Effects on Environmental Awareness, Environmental Responsibility, Scientific Literacy, and Sustainability Awareness among Junior High School Students Muhammad Rizky Aulia; Dhika Surya; Jumadil Saputra
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 3 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i3.1355

Abstract

Science instruction in many Indonesian junior high schools remains largely decontextualized from students' own cultural surroundings, a condition that has been associated with persistently low environmental literacy and a weak sense of ecological responsibility among adolescents. Ethnoscience-based learning offers a way to reconnect formal science with indigenous ecological knowledge, yet most existing studies have used it mainly to raise scientific literacy or as descriptive documentation of local wisdom, rather than as a live, field-based project learning experience whose effect is tested simultaneously across environmental and scientific outcomes. This study proposes and evaluates an Ethnoscience-Based Project Learning (EBPL) design that embeds the indigenous ecological knowledge of the Sundanese customary community of Kampung Kuta, Ciamis Regency, West Java — including its sacred-forest conservation system (Leuweung Gede), communal water-source governance, palm-sugar agroforestry, and home-garden medicinal-plant practices — into a science unit on environmental pollution and ecosystem sustainability. A quasi-experimental nonequivalent control-group design was used, involving eighth-grade students assigned to an experimental group (EBPL) and a control group (conventional project-based learning without explicit ethnoscience content). Four constructs were measured before and after the six-week intervention: environmental awareness, environmental responsibility, scientific literacy, and sustainability awareness. [Results to be completed after the study is conducted]. The study is expected to show that grounding project-based learning in a specific, living indigenous knowledge system produces larger gains than generic project-based learning, and it argues that ethnoscience-based project learning can simultaneously serve science-literacy goals and the preservation of endangered local ecological wisdom. Implications for science curriculum design under Indonesia's Merdeka Curriculum, particularly the Projek Penguatan Profil Pelajar Pancasila (P5), are discussed.
Mathematical Communication Ability across Learning Styles: A Systematic Review and a Differentiated Instructional Framework Charis Maulana; Alim Jaizul
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 3 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i3.1358

Abstract

Mathematical communication is one of the core competencies students need in order to interpret, represent, and justify mathematical ideas, yet Indonesian students' performance on international literacy assessments such as the Programme for International Student Assessment (PISA) has remained persistently below the international average. Prior research has repeatedly linked this gap to students' learning styles – visual, auditory, and kinesthetic – but existing reviews mostly stop at describing which style performs comparatively better, without translating the findings into concrete instructional guidance and without accounting for the growing use of technology-integrated mathematics instruction. This study addresses that gap through a systematic literature review of empirical studies published between 2017 and 2025, retrieved from Google Scholar and SINTA-accredited Indonesian journal databases using the keywords "mathematical communication ability" and "learning style". Twenty-one empirical studies met the inclusion criteria of thematic relevance, full-text accessibility, and indexing status, and were analyzed using narrative synthesis against four communication indicators adapted from established mathematical-communication assessment literature. The review confirms that no single learning style consistently outperforms the others in mathematical communication; each style instead shows a distinctive profile of strengths and weaknesses across the indicators of translating everyday situations into mathematical symbols, representing ideas through diagrams, using correct mathematical notation, and drawing logical conclusions. The review further finds that technology-integrated and task-design approaches can narrow style-based gaps when tasks are deliberately aligned with a style's dominant sensory channel. Building on these findings, this paper proposes a Differentiated Instructional Framework that maps concrete, style-matched intervention strategies onto the weaknesses identified for each learning style, offering teachers and curriculum developers a practical, literature-grounded starting point for designing differentiated mathematics instruction.
Bridging Indigenous Ecological Knowledge and Digital Science Learning: A Conceptual Framework for Ethno-STEM-Based Disaster Risk Reduction Education in Indonesian Coastal Schools Mugi Lestari; Astrid Sulistya
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 3 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i3.1359

Abstract

Indonesia's coastal communities face recurrent hydrometeorological and geophysical hazards, yet school-based disaster risk reduction (DRR) curricula often marginalize the ecological knowledge that indigenous communities have refined across generations. Separate bodies of research have examined the pedagogical reconstruction of indigenous knowledge into ethnoscience-based science instruction (Ethno-STEM), the cross-cultural pedagogy required for students to move between life-world and school science, and the integration of local wisdom into disaster education. However, no published framework yet unites these three strands into a single, sequenced, and ethically grounded model for developing digital ethnoscience learning modules explicitly oriented toward disaster preparedness in coastal schools. This conceptual paper addresses that gap. Drawing on a narrative synthesis of the ethnoscience, cross-cultural science education, and disaster-education literatures, the paper proposes the Ethno-STEM Digital Resilience Framework (ES-DRF), a six-stage model spanning community engagement and consent, scientific reconstruction of indigenous disaster knowledge, border-crossing curriculum mapping, ADDIE-informed digital media co-design, participatory validation, and iterative evaluation. The framework's novelty lies in embedding cross-cultural pedagogical theory and indigenous consent and benefit-sharing principles directly into the technical process of digital media development, rather than treating community consultation as a peripheral formality. As a conceptual contribution, the framework requires future empirical field validation; implications for curriculum policy, teacher preparation, and pilot studies in tsunami-, flood-, and volcanic-hazard-prone regions of Indonesia are discussed.

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