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Advancing SDG 4 through Biocultural Science Education: A PRISMA-Guided Systematic Literature Review of Traditional Medicine and Local Knowledge Integration

Jurnal Pendidikan IPA Indonesia · Vol. 15 No. 3 (2026)

DOI
10.15294/jpii.v15i3.42190
ISSN
2089-4392, 2339-1286
Published
2026-09-29
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

Integrating traditional medicine and local cultural wisdom into science education is increasingly recognized as vital for fostering contextualized, inclusive, and sustainability-oriented learning. However, despite its potential to bridge scientific literacy with cultural identity and ecological stewardship, a significant gap remains in systematic syntheses examining how biocultural knowledge can be integrated into school science curricula. This study addresses this gap through a PRISMA 2020-guided Systematic Literature Review (SLR). A total of 21 peer-reviewed empirical articles published between 2019 and 2025 were selected from the Scopus database using a structured screening and eligibility protocol. Data were analyzed thematically across research characteristics, pedagogical applications, educational impacts, methodological trends, and contextual gaps. The findings reveal three dominant patterns: the prevalence of ethnobotanical knowledge as the primary domain of Traditional Ecological Knowledge (TEK), the integration of TEK with contemporary scientific inquiry, and the profound socio-cultural and spiritual drivers shaping traditional medicine practices. Geographically, research is heavily concentrated in Africa and Asia, highlighting regional engagement but revealing a lack of comparative international research. Furthermore, non-plant domains (animal and fungal TEK) remain significantly underrepresented. The review provides critical pedagogical implications for curriculum design, culturally responsive teaching, and sustainability-oriented science learning aligned with SDG 4 (Quality Education) and SDG 11 (Sustainable Cities and Communities), offering a structured five-point blueprint for contextual implementation in culturally rich regions such as Yogyakarta, Indonesia.

Keywords

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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">Advancing SDG 4 through Biocultural Science Education: A PRISMA-Guided Systematic Literature Review of Traditional Medicine and Local Knowledge Integration</dc:title>
	<dc:creator xml:lang="en">Triyono, Sulis</dc:creator>
	<dc:creator xml:lang="en">Sahayu, Wening</dc:creator>
	<dc:creator xml:lang="en">Kencono Ungu, Niken </dc:creator>
	<dc:subject xml:lang="en">traditional ecological knowledge</dc:subject>
	<dc:subject xml:lang="en">science education</dc:subject>
	<dc:subject xml:lang="en">local wisdom</dc:subject>
	<dc:subject xml:lang="en">ethnomedicine</dc:subject>
	<dc:subject xml:lang="en">education for sustainable development</dc:subject>
	<dc:subject xml:lang="en">SDG 4</dc:subject>
	<dc:subject xml:lang="en">systematic literature review</dc:subject>
	<dc:description xml:lang="en">Integrating traditional medicine and local cultural wisdom into science education is increasingly recognized as vital for fostering contextualized, inclusive, and sustainability-oriented learning. However, despite its potential to bridge scientific literacy with cultural identity and ecological stewardship, a significant gap remains in systematic syntheses examining how biocultural knowledge can be integrated into school science curricula. This study addresses this gap through a PRISMA 2020-guided Systematic Literature Review (SLR). A total of 21 peer-reviewed empirical articles published between 2019 and 2025 were selected from the Scopus database using a structured screening and eligibility protocol. Data were analyzed thematically across research characteristics, pedagogical applications, educational impacts, methodological trends, and contextual gaps. The findings reveal three dominant patterns: the prevalence of ethnobotanical knowledge as the primary domain of Traditional Ecological Knowledge (TEK), the integration of TEK with contemporary scientific inquiry, and the profound socio-cultural and spiritual drivers shaping traditional medicine practices. Geographically, research is heavily concentrated in Africa and Asia, highlighting regional engagement but revealing a lack of comparative international research. Furthermore, non-plant domains (animal and fungal TEK) remain significantly underrepresented. The review provides critical pedagogical implications for curriculum design, culturally responsive teaching, and sustainability-oriented science learning aligned with SDG 4 (Quality Education) and SDG 11 (Sustainable Cities and Communities), offering a structured five-point blueprint for contextual implementation in culturally rich regions such as Yogyakarta, Indonesia.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-09-29</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/42190</dc:identifier>
	<dc:identifier>10.15294/jpii.v15i3.42190</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 15 No. 3 (2026): September 2026</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v15i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/42190/11738</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia</dc:rights>
</oai_dc:dc>