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Uncovering the Potential of Ethnoscience in Science Learning to Improve Students’ Literacy: A Systematic-Literature Review (2014–2024)

Jurnal Pendidikan IPA Indonesia · Vol. 14 No. 3 (2025)

DOI
10.15294/jpii.v14i3.19591
ISSN
2089-4392, 2339-1286
Published
2025-09-23
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

10 authors · 19 co-authorship links · 5 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Institut Agama Islam Negeri Kendari
  • Universitas Negeri Padang
  • Universitas Halu Oleo
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Halmuniati HalmuniatiInstitut Agama Islam Negeri Kendari1
Ismaun IsmaunInstitut Agama Islam Negeri Kendari1
Cita ZulhijahInstitut Agama Islam Negeri Kendari1
Muhammad Jufri DewaUniversitas Halu Oleo1
Kamaruddin JafarUniversitas Halu Oleo1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Uncovering the Potential of Ethnoscience in Science Learning to Improve Students’ Literacy: A Systematic-Literature Review (2014–2024)</dc:title>
	<dc:creator xml:lang="en">Nur Hikmah</dc:creator>
	<dc:creator xml:lang="en">Yohandri</dc:creator>
	<dc:creator xml:lang="en">Fitri Arsih</dc:creator>
	<dc:creator xml:lang="en">Minda Azhar</dc:creator>
	<dc:creator xml:lang="en">Abdul Razak</dc:creator>
	<dc:subject xml:lang="en">Ethnoscience</dc:subject>
	<dc:subject xml:lang="en">Literacy</dc:subject>
	<dc:subject xml:lang="en">Science Learning</dc:subject>
	<dc:description xml:lang="en">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.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-09-23</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/19591</dc:identifier>
	<dc:identifier>10.15294/jpii.v14i3.19591</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 14 No. 3 (2025): September 2025</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v14i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/19591/6170</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia</dc:rights>
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