Etnociência integrada na aprendizagem baseada em projetos (ETHNO-PJBL): um caminho para aprimorar as habilidades de alfabetização em ciências

Nova Florentina Ambarwati; Retno Dwi Suyanti; Gulmah Sugiharti

doi:10.22633/rpge.v29iesp4.20756

Authors

Nova Florentina Ambarwati Negeri Medan University https://orcid.org/0009-0008-3816-674X
Retno Dwi Suyanti Negeri Medan University https://orcid.org/0000-0002-3355-5550
Gulmah Sugiharti Negeri Medan University https://orcid.org/0000-0002-6683-1777

DOI:

https://doi.org/10.22633/rpge.v29iesp4.20756

Keywords:

Ethnoscience, Project-Based Learning, Science Literacy, Culturally Responsive Pedagogy, Elementary Education

Abstract

Science literacy is a global priority, yet many students in developing contexts struggle to relate scientific concepts to daily life. A proposed innovation is integrating ethnoscience—local cultural knowledge—into Project-Based Learning (PjBL), forming the Ethno-PjBL model. This study examines its effectiveness in improving science literacy among upper elementary students in Langkat Regency, Indonesia, using a quasi-experimental design. An experimental group received Ethno-PjBL instruction, while a control group used conventional methods. Data came from pre- and posttests, classroom observations, and project evaluations. Results showed significant gains in science literacy for the Ethno-PjBL group, especially in reasoning, real-life application, and communication of scientific ideas. Qualitative data indicated increased engagement, cultural pride, and collaboration. The study concludes that Ethno-PjBL strengthens cognitive outcomes and fosters meaningful learning by connecting school science with students’ cultural experiences, supporting broader use of culturally responsive approaches in science education.

Downloads

Download data is not yet available.

Author Biographies

Nova Florentina Ambarwati, Negeri Medan University

Negeri Medan University, Indonesia.

Retno Dwi Suyanti, Negeri Medan University

Negeri Medan University, Indonesia.

Gulmah Sugiharti, Negeri Medan University

Negeri Medan University, Indonesia.

References

Bhat, S., Bhat, S., Raju, R., D’Souza, R., & Binu, K. G. (2020). Collaborative learning for outcome based engineering education: A lean thinking approach. In J. K. R. L. Jeganathan & S. V. Nagaraj (Eds.), Procedia Computer Science (pp. 927–936). Elsevier B.V. https://doi.org/10.1016/j.procs.2020.05.134

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Crawford, L. K., Arellano Carmona, K., & Kumar, R. (2024). Examining the impact of project-based learning on students’ self-reported and actual learning outcomes. Pedagogy in Health Promotion, 10(4), 241–249. https://doi.org/10.1177/23733799241234065

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative and mixed methods approaches. Journal of Chemical Information and Modeling, 53(9). https://doi.org/10.1002/nha3.20258

Juanta, P., Festiyed, F., Diliarosta, S., Lufri, L., Yohandri, Y., & Moyo, K. (2025). Enhancing entrepreneurial skills and pancasila student profiles through digital learning tools in science education. Aptisi Transactions on Technopreneurship (ATT), 7(2). https://doi.org/10.34306/att.v7i2.518

Karn, S. (2024). Designing historical empathy learning experiences: A pedagogical tool for history teachers. History Education Research Journal, 21(1). https://doi.org/10.14324/HERJ.21.1.06

Lin, K. Y., Wu, Y. T., Hsu, Y. T., & Williams, P. J. (2021). Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking. International Journal of STEM Education, 8(1). https://doi.org/10.1186/s40594-020-00258-9

Lozano, A., López, R., Pereira, F. J., & Blanco Fontao, C. (2022). Impact of cooperative learning and project-based learning through emotional intelligence: A comparison of methodologies for implementing SDGs. International Journal of Environmental Research and Public Health, 19(24). https://doi.org/10.3390/ijerph192416977

Martinez, C. (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2021.2024936

Muliadi, A., Rokhmat, J., & Sukarso, A. A. (2025). Ethnoscience integrated project-based learning model for enhancing students’ creative thinking skills and cultural literacy: Expert perspectives and preliminary testing. International Journal of Innovative Research and Scientific Studies, 8(3), 3676–3685. https://doi.org/10.53894/ijirss.v8i3.7376

Organisation for Economic Co-operation and Development (OECD). (2013). Changing global environments. https://doi.org/10.1787/g2a2041b0-en

Samsudin, M. A., Jamali, S. M., Zain, A. N. M., & Ebrahim, N. A. (2020). The effect of STEM project based learning on self-efficacy among high-school physics students. Journal of Turkish Science Education, 17(1), 94–108. https://doi.org/10.36681/tused.2020.15

Singh-Pillay, A. (2020). Pre-service technology teachers’ experiences of project based learning as pedagogy for education for sustainable development. Universal Journal of Educational Research, 8(5), 1935–1943. https://doi.org/10.13189/ujer.2020.080530

Stalmach, A., D’Elia, P., Di Sano, S., & Casale, G. (2024). Digital methods to promote inclusive and effective learning in schools: A mixed methods research study. Open Education Studies, 6(1). https://doi.org/10.1515/edu-2024-0023

Sudarmin, Pujiastuti, S. E., Asyhar, R., Prasetya, A. T., Diliarosta, S., & Ariyatun. (2023). Chemistry project-based learning for secondary metabolite course with ethno-STEM approach to improve students’ conservation and entrepreneurial character in the 21st century. Journal of Technology and Science Education, 13(1), 393–409. https://doi.org/10.3926/jotse.1792

Tamayo, S., Tugelida, N. B., Navasca, M., Navasca, R., Milanes, S., & Gante, A. (2025). Contextualizing technical and livelihood education: Pedagogical innovations rooted in Philippine culture and history in BTVTED and BTLED programs. International Journal on Culture, History, and Religion, 7(SI2), 552–567. https://doi.org/10.63931/ijchr.v7isi2.224

UNESCO. (2021). Reopening schools in Latin America and the Caribbean: Key points, challenges, and dilemmas to plan a safe return to in-person classes. UNESDOC. https://unesdoc.unesco.org/ark:/48223/pf0000375059

Widarti, H. R., Wiyarsi, A., Yamtinah, S., Shidiq, A. S., Sari, M. E. F., Fauziah, P. N., & Rokhim, D. A. (2025). Analysis of content development in chemical materials related to ethnoscience: A review. Journal of Education and Learning, 19(1), 422–430. https://doi.org/10.11591/edulearn.v19i1.21210

Wilson, R. T., Watson, E., Kaelin, M., & Huebner, W. (2018). Early preparation and inspiration for STEM careers: Preliminary report of the epidemiology challenge randomized intervention, 2014–2015. Public Health Reports, 133(1), 64–74. https://doi.org/10.1177/0033354917746983

Zhang, J., Zhu, J., Tu, W., Wang, M., Yang, Y., Qian, F., & Xu, Y. (2024). The effectiveness of a digital twin learning system in assisting engineering education courses: A case of landscape architecture. Applied Sciences, 14(15). https://doi.org/10.3390/app14156484

Zhang, X., Ma, Y., Jiang, Z., Chandrasekaran, S., Wang, Y., & Fofou, R. F. (2021). Application of design-based learning and outcome-based education in basic industrial engineering teaching: A new teaching method. Sustainability, 13(5), 1–23. https://doi.org/10.3390/su13052632