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International Journal of Ethnoscience and Technology in Education
Published by Universitas Pendidikan Mandalika
ISSN : -     EISSN : 30466946     DOI : https://doi.org/10.33394/ijete
Core Subject : Education,
Education Other
The International Journal of Ethnoscience and Technology in Education (IJETE) is a peer-reviewed, open-access journal dedicated to the exploration and integration of ethnoscience and technology in educational contexts. Ethnoscience, the study of how different cultures understand and interact with the natural world, offers invaluable insights into cultural practices, knowledge systems, and worldviews. When combined with technology, these insights can enhance educational methodologies, content, and tools, fostering a more inclusive, culturally aware, and effective learning environment. IJETE aims to bridge the gap between traditional knowledge systems and modern educational technologies, promoting the development of educational practices that are both culturally sensitive and technologically advanced.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 47 Documents
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Development of Ethnoscience-Based Physics Teaching Materials on the Topic of Motion Dynamics to Enhance Students’ Critical Thinking Skills Rodiah, Siti; Herayanti, Lovy; Sukroyanti, Baiq Azmi; Gummah, Syifa'ul; Habibi, Habibi; Joselevich, María
International Journal of Ethnoscience and Technology in Education Vol. 2 No. 2 (2025): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v2i2.16997

Abstract

This study developed and tested the effectiveness of ethnoscience-based physics teaching materials on the topic of motion dynamics to enhance students’ critical thinking skills. A Research & Development approach using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate) was employed. In the Analyze phase, surveys and interviews identified that over 70% of students struggled to understand the concepts of force and acceleration and that the existing materials lacked local contextual relevance. The Design phase produced a framework that integrated the theory of motion dynamics with the Cidomo phenomenon, experimental worksheets, reflective questions, and a critical thinking assessment rubric. All components were produced and validated by two experts in physics ethnoscience, yielding an average S-CVI score of 86% (rating “Highly Feasible”) and strong internal reliability (Cronbach’s α = 0.88). During the Implement phase, 95% of students actively conducted field experiments, 80% posed critical questions, and 70% were able to justify their results based on physics theory. Formative and summative evaluations showed that the average pre-test score increased from 17.75 to 78.75 in the post-test (p < 0.001; Cohen’s d = 5.50). All students achieved a high n-gain category (average g = 0.84). Qualitative data supported the quantitative findings, revealing themes of “Increased Self-Confidence,” “Deep Critical Reflection,” and “Relevance of Local Context.” These results confirm that integrating local cultural context through ethnoscience-based physics teaching materials significantly facilitates the enhancement of students’ critical thinking skills in motion dynamics.
Pedagogical Negotiation in an Unequal Digital Ecosystem: A Case Study of Science Education in Higher Education Ariansyah, Ariansyah; Bilad, Muhammad Roil; Sutarto, Sutarto; Kurnia, Nova; Alaydrus, Kadir Alpan; Pathan, Pathan; Azmi, Irham; Sharov, Sergii
International Journal of Ethnoscience and Technology in Education Vol. 2 No. 2 (2025): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v2i2.17366

Abstract

This study qualitatively investigates the dynamics of digital technology use in science education at the university level, aiming to fill a gap in the literature that predominantly emphasizes quantitative impacts over user experiences. Employing a case study design, data were collected from six lecturers and ten students in West Nusa Tenggara through in-depth interviews. The data were analyzed iteratively using a Grounded Theory approach to develop a theoretical explanation rooted in participants' lived experiences. The main finding of this study is a substantive theory: the Model of Pedagogical Negotiation in an Unequal Digital Ecosystem. This theory posits that the effectiveness of technology lies not in its sophistication but in the ability of lecturers and students to engage in “pedagogical negotiation” to overcome systemic barriers. Two key barriers were identified: (1) a multifaceted digital divide (infrastructural, economic, geographical), often “invisible” to institutions, and (2) institutional fragmentation caused by non-standardized platforms and a lack of coordination among lecturers, which creates a stressful and inefficient learning environment. In conclusion, optimizing digital technology in education requires a paradigm shift from merely providing tools toward building a supportive, inclusive, and human-centered learning ecosystem.
Enhancing Critical Thinking through Ethnoscience-Integrated Problem-Based Learning: A Comparative Study in Secondary Education Sarkingobir, Yusuf; Bello, Abdulaziz
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 1 (2024): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i1.10878

Abstract

This study investigates the impact of integrating ethnoscience with problem-based learning (PBL) on the enhancement of critical thinking skills among secondary school students. Employing a nonequivalent control group design with purposive sampling, the research involved 66 students from a Nigerian secondary school, divided into experimental (n=31) and control (n=35) groups. The experimental group engaged in a PBL curriculum enriched with ethnoscience, while the control group received traditional expository teaching. The study aimed to bridge the gap in current educational practices by incorporating cultural relevance into science education, thus making learning more meaningful and directly applicable to students' lives. Results indicated a significant improvement in the critical thinking abilities of the experimental group, as evidenced by their pretest and posttest scores, compared to the control group. The findings underscore the effectiveness of the ethnoscience-integrated PBL approach in fostering higher-order thinking skills, suggesting a notable advancement over conventional teaching methods. This research contributes to the educational literature by demonstrating the benefits of combining ethnoscience and PBL, advocating for a shift towards more dynamic, student-centered, and culturally relevant teaching strategies. The study highlights the importance of contextual learning experiences and suggests further exploration across various disciplines and educational levels to validate the approach's effectiveness and applicability.
Analysis of Students' Design Thinking in Creating 3D Creative Works Utilizing Mobile Technology within the Framework of Local Wisdom Ardi, Raden Fanny Printi; Bilad, Muhammad Roil; Mustofa, Hisbulloh Als; Maulachela, Adam Bachtiar
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 1 (2024): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i1.10879

Abstract

This study investigated students' design thinking in creating 3D creative works using mobile technology in the framework of local wisdom. By employing a mixed-methods approach, the study compares the design thinking abilities of students who engaged with mobile technology in the context of local wisdom with those who donot. Quantitative analysis, involving sixty students, revealed that the experimental group, exposed to mobile technology and local wisdom, demonstrated significantly higher competencies in design thinking, particularly in areas such as comfort with uncertainty, human-centeredness, and collaborative work. Qualitative insights further illuminated the enriched learning experience, showcasing students' deepened engagement and connection to cultural heritage through the integration of local wisdom into their 3D creative projects. The findings underscore the pivotal role of mobile technology and local wisdom in fostering innovative design thinking, suggesting that this approach not only facilitates creative problem-solving but also instills a sense of cultural identity and pride among students. Despite its focused educational context and limited sample size, the study suggested broader implications for curriculum development, recommending the incorporation of these elements into design and creative courses to enhance students’ design skills and cultural understanding.
Science Learning in the Context of 'Indigenous Knowledge' for Sustainable Development Yazidi, Rachid El; Rijal, Khaerul
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 1 (2024): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i1.10880

Abstract

This study investigates the integration of Indigenous Knowledge (IK) into science education as a means to foster sustainable development among high school students. Through a qualitative descriptive approach, involving semi-structured interviews with 20 participants in Morocco, the research explores the impact of IK on enhancing students' understanding of local ecosystems, promoting interest in interdisciplinary studies, and contributing to cognitive and personal growth towards sustainable thinking. Findings indicate that incorporating IK into science curricula significantly enriches students' learning experiences by bridging the gap between traditional wisdom and scientific inquiry, thus making science education more relevant and engaging. This approach not only deepens students' appreciation for cultural diversity and environmental stewardship but also encourages a more holistic understanding of science and its application to global challenges such as climate change and biodiversity conservation. The study highlights the educational value of integrating IK in developing thinking and problem-solving skills, and a sense of global citizenship among students. It advocates for educational reforms that include IK as a vital component of science learning, suggesting that such integration can play a crucial role in achieving sustainable development goals by preparing students to engage thoughtfully with complex environmental and societal issues. This research contributes to the discourse on enhancing science education through the inclusion of diverse knowledge systems, offering insights into how such pedagogical innovations can support more sustainable and inclusive futures.
Raising the Issue of Local Wisdom in Science Learning and Its Impact on Increasing Students' Scientific Literacy Verawati, Ni Nyoman Sri Putu; Wahyudi, Wahyudi
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 1 (2024): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i1.10881

Abstract

In the context of global educational challenges, scientific literacy remains a foundational goal yet is often hindered by traditional teaching methods that lack cultural and contextual relevance. This study addresses the intersection of local wisdom with science education as a strategy to enhance students' scientific literacy, grounded in the belief that culturally resonant teaching can improve learning outcomes. This study explores the impact of integrating local wisdom into science education on enhancing students' scientific literacy. Employing an experimental pretest-posttest control group design, the research involved 86 Indonesian high school students, divided evenly between a control group receiving traditional science instruction and an experimental group whose curriculum was enriched with local wisdom content. Over a six-week period focused on climate change, the experimental group's instruction intertwined indigenous knowledge with scientific concepts, aiming to create a culturally contextualized learning experience. The results, derived from quantitative measures were analyzed using ANOVA and post hoc tests. Findings indicate a statistically significant improvement in the scientific literacy of the experimental group compared to the control group, with the former demonstrating a substantial increase in posttest scores. The study confirms that local wisdom can be a potent tool in science education, leading to higher engagement and improved scientific literacy. This research contributes to the field by providing empirical evidence supporting culturally responsive teaching approaches and underscores the potential of local wisdom in bridging the gap between traditional knowledge systems and scientific methodologies.
Fostering Environmental Stewardship through Mangrove Ecotourism: A Study on Gili Sulat's Educational Impact Afifah, Kurniasih Nur; Yoo, Ri; Suhirman, Suhirman
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 1 (2024): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i1.10882

Abstract

This study investigates the educational impact of mangrove ecotourism in Gili Sulat, Lombok, Indonesia, against the backdrop of increasing recognition of mangrove ecosystems for their ecological significance and the role of ecotourism in promoting environmental stewardship. Given the urgent need for conservation amidst threats from climate change and deforestation, this research aims to assess how mangrove ecotourism can enhance environmental awareness and education among students, and foster a deeper understanding of sustainable practices. Utilizing a qualitative approach, the study engaged 22 fifth-semester Biology Education students from Universitas Islam Negeri Mataram, who participated in educational practicums within the Gili Sulat mangrove ecosystems. Data were collected through structured questionnaires and interviews, focusing on the students' perceptions, experiences, and the educational value derived from their interactions with the mangrove environment. The findings underscore the immersive nature of ecotourism as a powerful educational tool, offering insights into the complexities of marine biodiversity, conservation efforts, and the critical role of mangroves in coastal protection and climate change mitigation. Conclusively, the study affirms the potential of mangrove ecotourism in Gili Sulat as an effective platform for fostering environmental stewardship, suggesting the need for enhanced educational programming, community involvement, and sustainable management practices to maximize its benefits.
Inquiry-based Ethnoecological Conservation Approach to Improve Students' Critical Thinking Skills Musah, Ebikabowei; Wangila, Caroline
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 2 (2024): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i2.11240

Abstract

This study explores the effectiveness of an inquiry-based ethnoecological conservation approach in enhancing critical thinking skills among students. Amidst growing concerns over environmental degradation, the integration of ethnoecological knowledge within educational frameworks emerges as a potent tool for fostering environmental stewardship and critical thinking. This research adopts a mixed methods design, engaging 45 secondary school students in a two-month pedagogical intervention that blends inquiry-based learning with ethnoecological insights. The intervention's impact on critical thinking was assessed using pretest-posttest analysis, supplemented by qualitative insights from student interviews. Quantitative results demonstrate a significant improvement in students' critical thinking skills post-intervention, with statistical analysis revealing a notable increase in mean scores and a reduction in score variability. This indicates not only an enhancement in critical thinking abilities but also a homogenization of skills across the participant group, underscoring the universal efficacy of the approach. Qualitative findings further enrich these results, with students reporting a deeper understanding of environmental issues, a stronger connection to cultural heritage, and a heightened sense of responsibility towards conservation efforts. The study highlights the transformative potential of integrating indigenous knowledge systems into environmental education, advocating for a pedagogical shift towards more inclusive, culturally relevant learning frameworks. By engaging students in a contextually rich exploration of ecological and cultural interconnections, the inquiry-based ethnoecological approach proves effective in cultivating critical thinking, thereby equipping students with the cognitive tools necessary to navigate and address complex environmental challenges. This research contributes to the evolving discourse on environmental education, offering valuable insights into the role of ethnoecology and inquiry-based learning in developing critical thinking skills and fostering a generation of informed and engaged environmental stewards.
Ethno-STEM Integrated Project-Based Learning to Improve Students' Creative Thinking Skills Babalola, Ebenezer Omolafe; Keku, Emmanuel
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 2 (2024): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i2.11308

Abstract

This study investigates the impact of integrating Ethno-STEM with project-based learning (PjBL) on enhancing creative thinking skills among secondary school students in Nigeria. Acknowledging the critical role of creativity in STEM education, the research addresses the gap between traditional teaching methods and the need for innovative approaches that foster creative thinking. Traditional STEM education, often characterized by rote memorization, has been criticized for not adequately preparing students to tackle real-world problems innovatively. The incorporation of Ethno-STEM into PjBL represents an avant-garde pedagogical strategy, aimed at bridging cultural knowledge with scientific inquiry, thereby making learning more relevant, engaging, and effective in developing creative problem-solvers. This quasi-experimental study, conducted over four months, involved 84 students divided equally into an experimental group, which experienced the Ethno-STEM integrated PjBL, and a control group, which continued with conventional curriculum. Creative thinking skills were assessed through pretests and posttests, focusing on fluency, flexibility, and originality. The results demonstrated a significant improvement in the creative thinking abilities of the experimental group compared to the control group, indicating that the Ethno-STEM integrated PjBL approach effectively enhances students' creative thinking skills. These findings underscore the potential of integrating cultural knowledge and project-based learning in STEM education to nurture innovation and creative problem-solving capabilities among students.
The Integration of Ethnoscience and Technology: A Review Yusof, Norazmie; Yaqin, Lalu Nurul; Pg Aliudin, Pg Mohd Rahiman; Mahali, Saidatul Nornis
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 2 (2024): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i2.11334

Abstract

This literature review critically examines the integration of ethnoscience and technology, highlighting the transformative impact of this amalgamation on the field of social sciences. Ethnoscience, with its focus on understanding the diverse ways in which human communities perceive and interact with their world, and ethnography, a methodology for the immersive study of cultures and social interactions, together provide a robust framework for exploring human cognition, behavior, and societal constructs. The review delves into the key principles of ethnoscience, emphasizing the development and significance of ethnography in anthropological research and the methodological flexibility required to address contemporary challenges. This study further explores the integration of technological innovations such as wearables, digital traces, and information and communication technology (ICT) into ethnographic studies, underscoring the opportunities and challenges presented by the digital era. The paper argues that the incorporation of technology not only expands the methodological toolkit available to researchers but also enhances the depth and breadth of ethnographic insights into socio-economic, policy, and environmental factors influencing technology adoption across various sectors. Despite the methodological, socio-economic, and infrastructural hurdles, the integration offers unprecedented opportunities for understanding complex social phenomena, contributing significantly to policy-making, community development, and technological innovation. This review underscores the necessity of evolving ethnographic practices to keep pace with technological advancements, fostering a deeper and more nuanced understanding of the intricacies of human life in the digital age.

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