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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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Remote Inquiry and Virtual Simulation in a Fourier Transform Course: Effects on Critical Thinking Among Prospective STEM Teachers Verawati, Ni Nyoman Sri Putu; Rapsanjani, Hafsemi
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.v2i2.18252

Abstract

Critical thinking is a stated goal in STEM teacher education but often underdeveloped in courses that emphasize procedures over reasoning. This study examined whether virtual simulation-assisted remote inquiry improves critical thinking among prospective STEM teachers in a Fourier Transform course. We conducted a randomized pretest–posttest control-group design with two intact classes at one university (experimental n = 20, control n = 20). Both groups received the same content, instructor, timing, and assessments. The intervention embedded prediction, observation, explanation, and decision steps inside an LMS using a PhET Fourier simulation. Critical thinking was measured with an eight-item essay test aligned to analysis, inference, evaluation, and decision making, scored 0–4 per item. All students completed pretest and posttest. The experimental mean rose from 10.90 (SD 2.30) to 26.60 (SD 2.10) with high normalized gain (g = 0.74), while the control mean increased from 11.20 (SD 2.10) to 15.10 (SD 2.40) with low gain (g = 0.19). Gain scores met normality, and an independent-samples t-test showed a significant between-group difference, t(38) = 10.94, p < .001. Category shifts mirrored these results, with the experimental group moving to critical and very critical at posttest. Findings indicate that simulation-supported remote inquiry can meaningfully elevate critical thinking in abstract topics and offers a feasible model for teacher preparation.
Analysis of Students’ Difficulties in Using ChatGPT to Solve Routine Mechanics of Motion Problems Bilad, Muhammad Roil; Azmi, Irham; Yusup, Muhammad Yusril; Habibi, Habibi; Mustofa, Hisbulloh Als
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 1 (2026): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i1.19616

Abstract

This study analyzes university students’ difficulties in using ChatGPT to solve routine mechanics of motion problems by mapping challenges across the problem-solving cycle and explaining how these difficulties emerge during student–AI interactions. A sequential explanatory mixed-methods design was employed. In the quantitative phase, 70 Physics Education and Science Education undergraduates who had completed Basic Physics or Mechanics and had used ChatGPT for learning completed a 24-item Likert questionnaire covering six dimensions: problem representation, prompt formulation, understanding solution steps, evaluation and verification, integration into one’s own solution, and self-regulation/technical constraints. Descriptive statistics, ANOVA with post-hoc tests, and correlation analyses were conducted. The overall difficulty level was moderate (M ≈ 3.22), with 61.4% in the moderate category and 18.6% in the high category. Evaluation and verification emerged as the most critical difficulty (M ≈ 3.69; 45.7% high). Significant differences were found by semester and frequency of ChatGPT use, but not by study program; early-semester and rare users reported higher difficulty, especially in verification. Correlations indicated a chain linking prompting, understanding, and verification (e.g., D3–D4 r = 0.62). In the qualitative phase, interviews and reflections with nine students (high/moderate/low difficulty) showed that incomplete problem representation and reactive prompt revision led to superficial understanding and premature trust in AI outputs, with limited unit, sign, and plausibility checks. The findings highlight verification as the main bottleneck and support instructional designs that foreground modeling, evaluative routines, and metacognitive regulation in AI-supported physics learning.
How Ethnoscience-Integrated Problem-Based Learning Shapes Students’ Critical Thinking: A Mixed-Methods Study Gummah, Syifaul; Fitri, Muliana; Verawati, Ni Nyoman Sri Putu
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 1 (2026): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i1.19617

Abstract

The study aimed to examine how ethnoscience-integrated Problem Based Learning (PBL) shapes secondary students’ critical thinking in the physics topic of work and energy and to explore the factors that support improvement. The study employed a mixed-methods design with a dominant quantitative phase followed by a qualitative explanatory phase. In the quantitative phase, a quasi-experimental nonequivalent control group pretest posttest design was implemented with an experimental class receiving ethnoscience-integrated PBL and a control class receiving expository instruction. Critical thinking was assessed through a validated test, and qualitative data were collected through observations, student artifacts, and brief reflections to explain learning processes. The experimental class achieved a moderate total n-gain of 0.70, whereas the control class showed a low n-gain of 0.27. ANCOVA results indicated a significant class effect on posttest scores after controlling for pretest, F(1, 63) = 293.27, p = 0.001, ηp² = 0.823. Qualitative findings suggested that culturally grounded problems supported problem interpretation, structured collaboration strengthened justification and analysis, teacher questioning promoted inference and revision, and comparing ethnoscience and scientific explanations fostered evaluative reasoning. The findings imply that ethnoscience-integrated PBL can strengthen critical thinking when local knowledge is used as an epistemic resource for exploration and evidence-based reasoning, supported by facilitation that makes justification and evaluation explicit during learning.
Designing with Indigenous Knowledge: Turning Five Learning Principles into Implementable Curriculum Decisions Babalola, Ebenezer Omolafe; Omolafe, Eyiyemi Veronica
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 1 (2026): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i1.19635

Abstract

Education for Sustainable Development (ESD) increasingly emphasizes sustainability competencies (SCs), yet the educational pathways proposed to cultivate them often rest on implicit worldview assumptions that can marginalize Indigenous Knowledge (IK) and other epistemologies. This commentary/conceptual synthesis argues that the central challenge is not the absence of guiding principles but the limited translation of principles into implementable curriculum decisions that can be documented and reviewed. It proposes a minimum decision framework that makes curriculum design more traceable, evaluable, and improvable by linking learning principles to explicit decisions across four domains: selection (which competencies and IK domains are prioritized), authority (who validates, represents, and limits knowledge use), activity design (how engagement and pedagogy enact the principles), and assessment (what evidence counts as demonstrated competence and how it is judged). Two areas are emphasized as essential for curricular accountability: knowledge governance, to protect epistemic integrity and reduce tokenistic or extractive uses of IK, and assessment evidence logic, to recognize process-based demonstrations of competence without flattening plural worldviews. The core claim is that closing the education–reality gap depends on auditable decision logics and evidence practices, not principles alone.
Who Produces Knowledge on Inclusive Education and Technology in Africa? A Bibliometric Mapping of Research Trends, Themes, and Collaboration Moyini, Aniku Ahmed Mohammed; Harun, Salih Mohamed; Anami, Ali K; Farooq, Miiro; Madete, Stella Migide
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 1 (2026): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i1.19652

Abstract

This study examines who produces knowledge on inclusive education and technology in Africa and how that knowledge is organised in indexed scholarship. Records were exported from Scopus on 7 February 2026 and filtered to publications from 2021 to 2025, yielding a final corpus of 157 documents. A bibliometric design was applied to conduct performance analysis (publication trends, source productivity, and citation patterns) and science mapping (country collaboration networks, temporal overlays, and keyword-based conceptual structures). Results show rising publication output, but the wide dispersion of journals and loosely connected keyword clusters indicate parallel development rather than a consolidated conceptual core. Knowledge production is unevenly distributed, with South Africa leading affiliation occurrences, signalling selective visibility within indexed literature. Citation patterns are highly skewed, with a small set of anchor papers shaping debates on accessibility, digital inequality, and online learning. International collaboration is more established than intra-African collaboration, which appears thinner and less dense, and major collaborative ties remain largely stable between 2021–2023 and 2024–2025. Thematic evolution suggests movement from pandemic-era exclusion concerns toward post-crisis digital governance and emerging topics such as artificial intelligence and generative tools.
Measuring Intercultural Sensitivity Among Pre-Service Teacher Students in Multicultural Higher Education Context Firdaus, Laras; Dewi, Ika Nurani
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 1 (2026): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i1.19848

Abstract

This study aimed to measure the level of intercultural sensitivity (IS) among pre-service teachers at Universitas Pendidikan Mandalika. The research employed a cross-sectional quantitative survey design involving 109 first-year pre-service teachers (43 males; 66 females; mean age = 18.52 years) from Sasak, Sumbawa, Bima, and NTT ethnic backgrounds. The instrument used was the Intercultural Sensitivity Scale (ISS; 24 items; five dimensions), with analyses including validity and reliability testing, descriptive statistics, normative classification (mean ± 1 SD), and one-way ANOVA. The results indicated that two items (18 and 24) were invalid, while the overall reliability of the instrument was high (Spearman–Brown = 0.864). Based on normative classification, most participants were categorized at a moderate level of IS (72.48%), followed by high (15.60%) and low (11.93%) categories. Sub-scale analysis revealed that interaction attentiveness had the highest mean score (3.23), whereas interaction enjoyment and interaction confidence were relatively the lowest (3.13). Comparative tests showed no significant differences based on gender or ethnicity across all sub-scales. These findings suggest that pre-service teachers possess a relatively positive affective foundation toward intercultural interaction. However, further strengthening is still needed, particularly in the dimensions of interaction enjoyment and interaction confidence in intercultural engagement. Further elaboration of this study can be found in the limitations and recommendations section.
Ethnoscience-Based Physics Learning on the Topic of Sound Waves to Enhance Students’ Creativity: A Mixed-Methods Approach Zulkarnaen, Zulkarnaen; Ernita, Nevi
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 1 (2026): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i1.19931

Abstract

This study addresses the need to foster students’ creativity in physics learning, particularly on abstract topics such as sound waves, through instruction that is more meaningful, contextual, and culturally relevant. Conventional physics teaching at the junior secondary level often remains teacher-centered and procedural, limiting opportunities for students to explore ideas and develop creative thinking. Therefore, this study aimed to examine whether ethnoscience-based physics learning on the topic of sound waves could improve students’ creativity, to determine the extent of improvement, and to describe how creativity emerged during the learning process. The study employed an embedded mixed-methods design. Quantitatively, it used a one-group pretest-posttest design involving 20 Grade VIII students from one junior high school in Mataram City, Indonesia. Qualitatively, classroom observations, field notes, and learning documentation were used to capture students’ engagement and manifestations of creativity. Quantitative data were analyzed using descriptive statistics, N-gain, and one-way repeated measures ANOVA, while qualitative data were analyzed through descriptive thematic analysis. The results showed a substantial improvement in students’ creativity. The mean score increased from 43.75 in the pretest to 81.38 in the posttest, with a mean N-gain of 0.80. The repeated measures ANOVA indicated a significant effect, F(1, 19) = 491.97, p < .001, with a very large effect size (partial eta squared, η² = 0.963). Qualitative findings revealed increased participation, richer idea generation, and stronger connections between physics concepts and local cultural contexts. It is recommended that ethnoscience-based learning be applied more widely in physics instruction and examined further across broader contexts and topics.

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