Ethnoscience-based learning connects modern scientific concepts with indigenous and local wisdom. In chemistry classrooms, this means linking abstract ideas—such as fermentation, chemical reactions, or material transformation—to everyday cultural practices familiar to students. The approach has gained attention as Indonesia continues to implement the Merdeka Belajar (Independent Learning) policy, which encourages flexible, contextual, and student-centered instruction.
The study is important because Indonesian students continue to struggle with scientific literacy, as reflected in international assessments. Many learners perceive chemistry as difficult and disconnected from real life. By integrating local culture into lessons, educators hope to close this gap and improve students’ understanding, motivation, and appreciation of both science and their cultural heritage.
Why Ethnoscience Matters Today
Across Indonesia, chemistry instruction often relies heavily on national textbooks and theoretical explanations. While these materials support standardized learning, they rarely reflect the cultural environments in which students live.
Ethnoscience offers an alternative. It treats local knowledge—such as traditional food processing, crafts, and environmental practices—as legitimate entry points into scientific discussion. Previous studies show that this approach can improve motivation, conceptual understanding, and scientific literacy.
In Papua, one culturally significant example is sago processing, a traditional practice closely tied to daily life in many communities. The process involves natural fermentation and physical transformations that align directly with chemistry concepts. When teachers connect such practices to classroom content, students are more likely to recognize that chemistry exists beyond textbooks.
How the Research Was Conducted
The research used a descriptive qualitative design to capture detailed perspectives from educators and students.
Data were collected through:
- In-depth interviews with two senior high school chemistry teachers who had experience using ethnoscience
- Interviews with three university students in the Chemistry Education Study Program at Cenderawasih University who had encountered ethnoscience-based learning
- Classroom observations of chemistry lessons that integrated local culture
- Analysis of syllabi, lesson plans, and teaching materials
The researchers analyzed the data using an interactive process of reduction, organization, and verification to identify recurring themes and patterns.
Key Findings
The study reveals a clear contrast between enthusiasm for ethnoscience and the realities of classroom implementation.
1. Teachers recognize the value of ethnoscience
Most participating teachers believe that connecting chemistry to local culture:
- Makes lessons more engaging
- Helps students grasp abstract concepts
- Encourages respect for local traditions
Teachers reported that when cultural examples are used, students participate more actively and ask deeper questions.
2. Limited teacher expertise is a major barrier
Many teachers admitted they lack the knowledge and skills to systematically integrate local culture into chemistry lessons. They rely heavily on national textbooks, which provide few culturally relevant examples.
3. Shortage of contextual teaching materials
Teachers struggle to find ready-to-use resources that connect chemistry topics with Papuan cultural practices. This forces them to design materials from scratch, which is time-consuming and difficult.
4. Curriculum pressure restricts flexibility
A dense curriculum and strong focus on national academic standards leave little room for exploration of local contexts. As a result, ethnoscience is often applied only occasionally.
5. Sago processing emerges as a powerful example
One teacher successfully used sago processing to explain fermentation and chemical changes. Students were asked to identify stages of the traditional process and relate them to scientific principles. This approach increased curiosity and comprehension.
6. Student perspectives highlight missed opportunities
University students reported that during their secondary education, chemistry was rarely linked to local culture. Only later did they realize that many familiar practices contained scientific principles. This suggests that valuable cultural and cognitive resources are being underused in schools.
Why Ethnoscience Improves Learning
Ethnoscience-based chemistry learning aligns with well-established educational theories:
- Contextual learning: Students understand better when new knowledge connects to real-life experiences.
- Constructivist learning: Learners build understanding by linking new concepts to existing knowledge.
- Culturally responsive pedagogy: Students feel valued when their cultural background is recognized in class.
Catur Fathonah Djarwo of Cenderawasih University explains that ethnoscience-based instruction allows students to interpret chemistry concepts through familiar cultural practices, which strengthens conceptual understanding and promotes deeper thinking. In ethical paraphrase, Djarwo emphasizes that integrating local wisdom into chemistry creates learning environments where abstract theory becomes concrete and meaningful for students.
Implications for Education Policy and Practice
The findings carry several practical implications.
For teacher training institutions
- Include ethnoscience design in pre-service teacher education
- Provide workshops on developing culturally integrated lesson plans
For schools
- Encourage collaboration among teachers to share local-context teaching ideas
- Allocate time for developing ethnoscience-based materials
For policymakers
- Support the production of culturally relevant chemistry modules
- Ensure curriculum flexibility under the Merdeka Belajar framework
For communities
- Collaborate with schools to document local practices that can be used in science learning
When these elements align, ethnoscience can transform chemistry from a memorization-heavy subject into a meaningful exploration of everyday life.
A Step Toward Culturally Relevant Science Education
This study strengthens the case for embedding local culture within science education, particularly in regions with rich indigenous knowledge systems. It shows that the main obstacles are not resistance from teachers, but structural limitations such as training gaps, resource shortages, and curriculum constraints.
By addressing these issues, schools can create chemistry learning experiences that are not only academically sound but also culturally grounded.
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