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Uncovering the Potential of Ethnoscience in Science Learning to Improve Students’ Literacy: A Systematic-Literature Review (2014–2024) Nur Hikmah; Yohandri; Fitri Arsih; Minda Azhar; Abdul Razak
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.19591

Literacy is a crucial 21st-century skill aligned with SDG 4 (Quality Education), yet Indonesian students continue to face challenges, as reflected in PISA 2022 results. Ethnoscience, which integrates local wisdom into science education, offers a promising approach to address this issue. This study presents a systematic literature review of research published between 2014 to 2024 on the use of ethnoscience in science learning and its impact on student literacy. The findings indicate that ethnoscience has been widely applied, particularly at the high school level, through strategies such as project-based learning, inquiry, and STEAM. Ethnoscience contributes to improving scientific, environmental, and cultural literacy by contextualizing science learning and fostering engagement, critical thinking, and cultural awareness. This research synthesizes a decade of empirical evidence on ethnoscience integration in science education, maps the strategies employed, and examines their relationship with students’ literacy outcomes. The results suggest that ethnoscience provides a culturally grounded approach that can effectively support the development of science literacy.

Integrating East Nusa Tenggara's Local Wisdom into Project-Based Learning to Assess Students' Concept Comprehension, Crucial Learning Skills, and Attitudes Towards Chemistry Learning Tinenti, Yanti Rosinda; Dasna, I Wayan; Habiddin, Habiddin; Munzil , Munzil; Tangi, Hironimus; Moreira, Ilidio X.
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.20523

This research aims to analyze the strategies employed in the implementation of Chem-PjBL-L-NTT-W (the Integration of NTT local wisdom in PjBL for chemistry), their effects on crucial learning skills (CLS), attitudes toward chemistry learning (ATCL), and comprehension of concepts. An investigation into students' perspectives and the difficulties encountered by teachers during implementation has been undertaken. A quantitative and qualitative research study with a one-group pretest-posttest design was employed. Paired t-test and Wilcoxon signed-rank test were used based on the normality of the data obtained by the Kolmogorov-Smirnov test. The results showed that the implementation strategy of the Chem-PjBL-L-NTT-W model was carried out through the identification and integration of the characteristics of chemistry materials with NTT local wisdom, along with the determination of three project themes for each learning material. The implementation of this model has a significant effect on CLS and ATCL, with variations in effects based on the school context. The effect on CLS was strong for senior high school students in the TTS regency, moderate in the Belu regency, and statistically significant but with a very small effect in the TTU regency. Regarding the ATCL aspect, there was a significant and strong effect in TTS, but the practical improvement was relatively minimal. In contrast, in Belu, the effect was very small and inconsistent. Students' concept comprehension in all three regencies showed significant improvement, with a range of confidence intervals indicating meaningful practical effects. Geographical location, facility and infrastructure availability, teacher readiness, school policies, and student interest have been recognized as critical determinants.

DigitalWIV-S: Enhancing Students’ Inquiry Skills and Digital Literacy in PCR and Electrophoresis for Sustainable Education Zulfiani, Zulfiani; Suwarna, Iwan Permana; Fadlilah, Dina Rahma; Sari , Indah Juwita; El Islami, R. Ahmad Zaky; Mnguni, Lindelani
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.21384

Digital-based learning can mediate technical barriers and create a support system that enhances the effectiveness of education. This study aims to develop biology learning media, DigitalWIV-S, to enhance the inquiry skills and digital literacy of prospective science teachers. The development method follows Hannafin & Peck's model, which includes the phases of Needs Assessment, Design, Development, Implementation, and Evaluation. The research findings indicate that DigitalWIV-S, as a biology learning media, is deemed appropriate and received positive feedback from students. The evaluation of digital literacy is excellent across cognitive, affective, and conative aspects. Students' inquiry skills are very good in problem orientation and data collection; however, abilities in problem formulation, hypothesis structuring, data analysis, and summarizing are categorized as moderate among the students. The developed media for the PCR and Electrophoresis concepts help students understand these topics better, thereby enhancing their inquiry skills and digital literacy. Additionally, the media addresses the limitations of equipment and materials in modern biotechnology practicums.

Evaluating Analytic Rubric Quality for Assessing Pre-service Biology Teachers' Creative Thinking Skills Pada, Andi Ulfa Tenri; Yulisman, Hendra; Melvina
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.21851

This study validates an analytic rubric designed to assess divergent thinking as a core dimension of pre-service biology teachers' creative thinking. The research addressed the absence of psychometrically sound assessment tools in Indonesian biology education, where creativity remains underdeveloped despite policy mandates, such as Kurikulum Merdeka, and international benchmarks, like PISA 2022. The study pursued two objectives: (1) theoretical validation of the rubric through expert judgment and inter-rater reliability, and (2) empirical validation through exploratory and confirmatory factor analyses. Eight subject-matter experts evaluated the rubric's descriptors, and 218 pre-service biology teachers completed divergent-thinking tasks based on human physiology scenarios. Content validity was calculated using Aiken's V, inter-rater agreement with Kendall's W, and construct validity and reliability through EFA and CFA. Findings indicated strong content validity (Aiken's V = 0.78–1.00) and fair to good inter-rater reliability (Kendall's W = 0.50–0.79). Factor analyses confirmed a unidimensional structure, with CFA demonstrating good model fit (RMSEA = 0.04; CFI = 0.97). All factor loadings exceeded 0.30, and composite reliability was ≥0.70 for three dimensions, though solution variety was marginally reliable. Notably, feasibility emerged as more stable than variety, suggesting that appropriateness is a stronger indicator of creativity in applied STEM contexts. The validated rubric provides theoretical insights into the structure of divergent thinking and practical tools for formative assessment in biology education. Future studies should extend validation across institutions, examine measurement invariance, and explore predictive validity to ensure broader applicability.

Education for Sustainable Development Based on Technological Pedagogical Content Knowledge in Biology Education: Assessing Teachers' Readiness Anwar, Yenny; Widodo, Ari; Al fatih, Zaky; Kartika, Diah; Ariska, Meli; Yusliani, Novi
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.22908

Teachers’ readiness to integrate Education for Sustainable Development (ESD) plays a pivotal role in preparing students to understand and practice sustainable living. This study examined the readiness of 232 in-service biology teachers in South Sumatra, comprising 142 novice teachers (with ≤10 years of experience) and 90 experienced teachers (with>10 years of experience). A descriptive-comparative quantitative design was employed, using two structured questionnaires to measure teachers’ perspectives on ESD and their Technological Pedagogical Content Knowledge (TPACK). Findings revealed that teachers generally showed a strong commitment to ESD but only a moderate conceptual understanding. Within TPACK, attitudes were rated the highest, whereas technological and inquiry-based competencies were rated the lowest. Novice teachers scored higher than experienced teachers, while participation in environmental education training or prior teaching experience in related topics improved readiness. This study highlights the importance of continuous professional development in enhancing teachers’ technological and inquiry-oriented capacities. Strengthening these dimensions is crucial for effectively embedding ESD into biology teaching and science education more broadly. By addressing these gaps, the integration of ESD can move beyond awareness toward transformative learning that equips students with the skills and dispositions needed for sustainable futures.

Fostering Environmental Awareness Through Sustainable Development Goal-Oriented Ethno-STEM Approach in Elementary Education Pada, Amir; Chanunan, Skonchai; Rahmat, Irwandi
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.24420

This study examines the effectiveness of a Sustainable Development Goals (SDGs)-oriented Ethno-STEM approach in promoting environmental awareness among elementary school students through natural and social science learning. Utilizing a quasi-experimental one-group pretest-posttest design, the research involved 60 students from an elementary school in Makassar, Indonesia. Environmental awareness was assessed before and after the implementation of Ethno-STEM-integrated lessons that incorporated culturally relevant and participatory activities such as eco-brick making, waste management simulations, and the "Zero Plastic Week" challenge. Data were analyzed using a paired t-test, which revealed a statistically significant improvement in students' environmental awareness scores (p = 0.001), with the mean increasing from M = 61.06 (SD = 7.10) to M = 68.61 (SD = 6.63). The findings demonstrate that integrating local cultural values and sustainability themes into science education fosters both cognitive understanding and behavioral engagement with environmental issues. This study contributes to the development of culturally contextualized and sustainability-focused pedagogy, reinforcing the relevance of SDG 4 (quality education) and SDG 13 (climate action). This study is novel in its integration of SDGs-oriented Ethno-STEM with elementary science education, demonstrating not only cognitive improvement but also fostering affective and behavioral engagement. Its contribution lies in bridging cultural relevance with sustainability pedagogy, thereby informing both theoretical discourse and practical applications in early education.

Climate Change Perception, Action, and Hope among High School Students: Insights for Science Education Espinola, Esmeth; Roleda, Lydia
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.24494

Current climate data shows that human-driven climate change is now affecting both nature and people irreversibly. Several studies have explored the perception, actions, and hopes of individuals regarding climate change, but few have analyzed their relationship. This study aimed to analyze students’ perceptions, actions, and hopes, examine the structural relationships among these variables, and determine the mediating role of hope. A quantitative survey was conducted to statistically analyze students’ perceptions, actions, and hopes. Results reveal strong agreement among students about the reality and anthropogenic causes of climate change. In terms of actions, students have relatively more participatory actions than leadership actions towards the environment. When it comes to hope, students generally believe in their own ability to act, but there are a few who exhibit hopelessness due to the complexity of climate change. Structural equation modeling reveals a positive relationship between perception and hope (r = 0.62), indicating that awareness promotes optimism about solutions. Moreover, mediation and path estimates revealed the mediating role of hope, suggesting that perception influences action through hope. These findings emphasize the need for climate change education to bridge the attitude-behavior gap by fostering a sense of hope and positive instruction to increase students’ mitigative actions.

The Impact of Problem-Based Learning on Reducing Science Misconceptions and Enhancing Scientific Literacy: Integrating Balinese Local Wisdom and Cognitive Style Astawan, I Gede; Margunayasa, I Gede; Jayanti, Luh Sri Surya Wisma; Fakhriyah, Fina; Deng, Jianbang
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.25083

This study examined the effects of a Problem-Based Learning (PBL) model oriented to Balinese local wisdom and students’ cognitive styles on misconceptions and scientific literacy. A quasi-experimental design with a 3×2 factorial arrangement was employed, involving three learning models (PBL with local wisdom, standard PBL, and conventional learning) and two cognitive styles (reflective vs. impulsive). The sample consisted of 178 fifth-grade students from 12 schools, selected through a multi-stage random sampling process. Data were collected using a misconception test (α = 0.92), a scientific literacy test (α = 0.79), and the Matching Familiar Figures Test (α = 0.72). Results of two-way MANOVA showed significant main effects of learning model (Wilks’ Λ = 0.697, F (4,342) = 16.93, p < 0.001, η² = 0.16) and cognitive style (Wilks’ Λ = 0.407, F (2,171) = 124.7, p < 0.001, η² = 0.59). A significant interaction was also observed between learning model and cognitive style (Wilks’ Λ = 0.859, F (4,342) = 6.73, p < 0.001, η² = 0.07). Reflective students benefited most from PBL with Balinese local wisdom, showing the lowest misconceptions and highest scientific literacy, while impulsive students performed relatively better under conventional learning. These findings emphasize the importance of integrating cultural context and cognitive diversity into science education.

Collaborative Ethno-STEAM Enriched Project-Based Learning (CoE-STEAM-PjBL): Its Impact On Prospective Science Teachers’ Collaboration And Creative Thinking Skills Sumarni, Woro; Sumarti, Sri Susilogati Sumarti; Dewi, Siti Herlina Dewi; Imaduddin, Muhammad
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.25487

Students’ 21st-century skills, particularly collaboration and creative thinking, remain underdeveloped. Previous studies have introduced the Collaborative Ethno-STEAM Enriched Project-Based Learning (CoE-STEAM-PjBL) model, but its implementation and effects in teacher education settings have not been thoroughly investigated. This study aims to analyze the impact of CoE-STEAM-PjBL on prospective science teachers’ collaboration and creative thinking skills. Using a pre-experimental One-Shot Case Study design, the research was conducted at a teacher education institution. Data were collected through creative thinking tests and collaboration observation sheets. Learning was conducted using the CoE-STEAM-PjBL syntax with product-based projects rooted in local wisdom. The data were analyzed descriptively. Results showed that 29% of participants are highly creative, 48% are creative, and 23% are fairly creative. For collaboration, 17% were in the very good category, 58% good, and 25% moderate. The most prominent indicator of creative thinking was fluency, while social interdependence was dominant in collaboration. Thus, it can be concluded that the implementation of CoE-STEAM-PjBL has an impact on increasing collaboration and creative thinking of prospective teachers. This study contributes to the development of science education by providing empirical evidence on the integration of local wisdom and ethnoscience in STEAM-based project learning to enhance essential 21st-century skills among prospective teachers.

Problem-Based Learning Assisted By Cre-ASI (Creative Assessment With Solving Instrument) to Improve Students' Creativity Thinking Skills Dwikoranto; Dzulkiflih; Lintangesukmanjaya, Rahmatta Thoriq; Putra, Dedy Aufansyah; Bergsma, Lindsay N.
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.25606

This study aims to analyze the validity of the Cre-ASI instrument and its practicality and effectiveness when applied to PBL in improving creative thinking skills. The research design used the ADDIE model. The Analyze, Design, Development, Implementation, and Evaluation stages were used. The results of the Cre-ASI (Creative Assessment with Solving Instrument) instrument, which aims to improve creative thinking skills, have met the validity criteria and, when applied in PBL, meet the practical and effective criteria. The results of the Cre-ASI instrument development obtained a validity percentage value of 96.1%, which is a very valid category. When applying the instrument in PBL, a N-Gain score of 0.68 was obtained, and an increase in student answers was observed between the pre-test and post-test. The findings from the development of Cre-ASI in the PBL model revealed a positive correlation between indicators of problem-solving skills and creative thinking skills; students with low problem-solving skills tend to have low creativity. The integration of PBL and Cre-ASI has been shown to encourage knowledge construction, thinking strategies, learning motivation, and the development of students' cognitive abilities. This confirms that physics learning is not only focused on mastering concepts, but also on developing creativity and problem-solving skills. In the future, utilizing sophisticated technology to produce more efficient products with alternative costs and improved time and material efficiency is crucial, as this will enable the results of this study to serve as both an innovation and a benchmark in the selection and development of innovative assessment instruments in physics learning.

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Science Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, D5 Building, 1st Floor, Sekaran Campus, Gunungpati, Semarang, Indonesia 50229

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Kota semarang,

Jawa tengah

INDONESIA

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Home Page

OAI Link

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Editorial Address Science Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, D5 Building, 1st Floor, Sekaran Campus, Gunungpati, Semarang, Indonesia 50229

Location Kota semarang, Jawa tengah INDONESIA

Abstract

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Abstract

Contact Name
-

Contact Email
jpii@mail.unnes.ac.id

Phone
-

Journal Mail Official
jpii@mail.unnes.ac.id

Editorial Address
Science Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, D5 Building, 1st Floor, Sekaran Campus, Gunungpati, Semarang, Indonesia 50229

Location
Kota semarang,

Jawa tengah

INDONESIA