Lanskap Global Etnosains dalam Pendidikan: Tinjauan PRISMA-ScR terhadap Literatur Scopus (2000-2025) sebagai Jembatan Pengetahuan Budaya dan Pembelajaran Sains Modern
DOI:
https://doi.org/10.53299/jagomipa.v5i2.2056Keywords:
Etnosains, Pembelajaran Sains Kontekstual, Etnopedagogi, Kurikulum Berbasis Budaya, Scoping ReviewAbstract
Studi ini bertujuan untuk memetakan secara sistematis tren, kontribusi, dan kesenjangan riset etnosains dalam pendidikan global selama periode 2000–2025. Kajian ini menyoroti bagaimana pendekatan etnosains digunakan untuk memperkuat relevansi budaya dalam pembelajaran sains serta mendukung pendidikan yang inklusif dan berkeadilan epistemik. Metode yang digunakan adalah scoping review berbasis PRISMA-ScR, dengan empat tahapan utama: identifikasi literatur melalui database Scopus dengan kata kunci ”ethnoscience” dengan data awal 292 dokumen, penyaringan berdasarkan kriteria inklusi rentang waktu publikasi tahun 2000-2025 menjadi 241 dokumen. Tahap filter pada subyek area “Social Sciences” dan “Multidisciplinary” adalah 107 dokumen, kemudian di filter hanya pada jenis artikel adalah 83 dokumen. Data akhir tersebuut dianalisis menggunakan Microsoft Excel dan VOSviewer untuk mengidentifikasi pola tematik, kolaborasi penulis, dan distribusi kata kunci. Hasil studi menunjukkan bahwa publikasi tentang etnosains meningkat signifikan setelah tahun 2016, mencerminkan pergeseran global menuju pendekatan pendidikan yang lebih kontekstual dan dekolonial. Lima tema dominan meliputi integrasi pengetahuan lokal dalam sains, pengembangan keterampilan berpikir kritis, perangkat ajar berbasis budaya, dan evaluasi efektivitas pembelajaran etnosains. Namun demikian, ditemukan kesenjangan mencolok berupa keterbatasan dokumentasi pengetahuan lokal, dominasi paradigma sains modern dalam kurikulum, serta minimnya model asesmen yang relevan secara budaya. Secara teoritis, studi ini memperkuat argumen bahwa pendidikan sains perlu melampaui dominasi epistemik barat. Secara praktis, hasil kajian ini merekomendasikan reformulasi kurikulum, pelatihan guru berbasis budaya, serta pengembangan media digital berbasis lokal. Studi ini menjadi dasar penting untuk kebijakan pendidikan yang lebih responsif terhadap keberagaman pengetahuan dan kebutuhan lokal di era global.
References
Adam, U. A., Onowugbeda, F. U., Islami, N., & Ogolo, K. G. (2024). Testing the potency of ethnoscience instruction on biology students’ critical thinking ability. Journal of Educational Research, 117(4), 218–227. https://doi.org/10.1080/00220671.2024.2373464
Adeoye, M. A., Prastikawati, E. F., & Abimbowo, Y. O. (2024). Empowering learning: Pedagogical strategies for advancing 21st century skills and quality education. Journal of Nonformal Education, 10(1).
Bachri, S., Rahman Hakiki, A. R., Wibowo, N. A., Amini, R., & Nursaribilah, E. (2024). Developing an education support system for disaster management through an ethnoscience-based digital disaster learning module. International Journal of Disaster Risk Reduction, 100. https://doi.org/10.1016/j.ijdrr.2023.104214
Ball, S., & Collet-Sabe, J. (2022). Against school: an epistemological critique. Discourse: Studies in the Cultural Politics of Education, 43(6), 985–999.
Basyir, M. S., Dinana, A., & Devi, A. D. (2022). Kontribusi teori belajar kognitivisme David P. Ausubel dan Robert M. Gagne dalam proses pembelajaran. Jurnal Pendidikan Madrasah, 7(1), 89–100.
Berenstain, N., Dotson, K., Paredes, J., Ruíz, E., & Silva, N. K. (2022). Epistemic oppression, resistance, and resurgence. Contemporary Political Theory, 21(2), 283–314.
Biely, K., & Chakori, S. (2025). Sustainability transition theories: Perpetuating or breaking with the status quo. Sustainable Development, 33(1), 52–68.
Böhm, S., Carrington, M., Cornelius, N., de Bruin, B., Greenwood, M., Hassan, L., Jain, T., Karam, C., Kourula, A., & Romani, L. (2022). Ethics at the centre of global and local challenges: Thoughts on the future of business ethics. Journal of Business Ethics, 180(3), 835–861.
Burgo Bencomo, O. B. (2021). Traditional knowledge and ethnobotany in the management of family farming. Universidad y Sociedad, 13(4), 431–438. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111007584&partnerID=40&md5=791a8326dd4b3f45e3cf1ce88a96f448
Council, N. R., Behavioral, D. of, Testing, B. on, Assessment, Education, B. on S., & Education, C. on H. S. S. or P. for K.-12 S. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. National Academies Press.
Dewi, C. A., Erna, M., Haris, I., & Kundera, I. N. (2021). Effect of Contextual Collaborative Learning Based Ethnoscience to Increase Student’s Scientific Literacy Ability. Journal of Turkish Science Education, 18(3), 525–541. https://doi.org/10.36681/tused.2021.88
Dewi, C. A., Khery, Y., & Erna, M. (2019). An ethnoscience study in chemistry learning to develop scientific literacy. Jurnal Pendidikan IPA Indonesia, 8(2), 279–287.
Diame, M. (2023). Traditional values and local community in the formal educational System in Senegal: relevance, need, and barriers to the integration of local knowledge. Taylor & Francis.
Elvianasti, M., Lufri, L., Zainul, R., Festiyed, F., Diliarosta, S., Zidny, R., & Damaiana, M. A. (2023). Exploring Indigenous Knowledge of Traditional Martial Art “Silat Beksi” to Identify Contents and Contexts for Science Learning in Biology Education. Pegem Egitim ve Ogretim Dergisi, 13(2), 371–385. https://doi.org/10.47750/pegegog.13.02.40
Erlianto, P. R. (2021). Pendidikan Kaum Tertindas: Perjumpaan Gagasan Pendidikan Paulo Freire dan Ki Hadjar Dewantara dan Harapan Bagi Pendidikan Di Indonesia. Forum, 50(2), 174–198.
Fensham, P. J. (2009). Real world contexts in PISA science: Implications for context‐based science education. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(8), 884–896.
Fitria, D., Asrizal, A., & Lufri, L. (2025). Enhancing 21st-Century Skills through Blended Problem-Based Learning with Ethnoscience Integration: A Mixed-Methods Study in Indonesian Junior High Schools. International Journal of Learning, Teaching and Educational Research, 24(1), 464–480. https://doi.org/10.26803/ijlter.24.1.23
Galamba, A., & Matthews, B. (2021). Science education against the rise of fascist and authoritarian movements: Towards the development of a pedagogy for democracy. Cultural Studies of Science Education, 16(2), 581–607.
González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: systematic review. Sustainability, 14(3), 1493.
Guerrero, G., & Sjöström, J. (2025). Critical scientific and environmental literacies: a systematic and critical review. Studies in Science Education, 61(1), 41–87.
Habig, B., Gupta, P., & Adams, J. D. (2021). Disrupting deficit narratives in informal science education: Applying community cultural wealth theory to youth learning and engagement. Cultural Studies of Science Education, 16, 509–548.
Harefa, D. (2024). Strengthening Mathematics and Natural Sciences Education based on The Local Wisdom of South Nias: Integration of Traditional Concepts in Modern Education. HAGA: Jurnal Pengabdian Kepada Masyarakat, 3(2), 63–79.
Indahri, Y. (2021). Asesmen nasional sebagai pilihan evaluasi sistem pendidikan nasional. Jurnal Masalah-Masalah Sosial, 12(2), 195–215.
Irfandi, I., Sudarma, T. F., Festiyed, F., Yohandri, Y., Diliarosta, S., Surahman, D., & Siregar, A. M. (2023). E-LEARNING AND PHYSICS TEACHING MATERIALS BASED ON MALAY ETHNOSCIENCE ON THE EAST COAST. Jurnal Pendidikan IPA Indonesia, 12(3), 366–376. https://doi.org/10.15294/jpii.v12i3.45442
Ismail, I., Ali, H., & Us, K. A. (2022). Factors affecting critical and holistic thinking in Islamic education in Indonesia: self-concept, system, tradition, culture.(Literature Review of Islamic Education Management). Dinasti International Journal of Management Science, 3(3), 407–437.
Izzah, S. N., & Wardani, S. (2024). Evaluation of students’ environmental attitude instruments: exploratory and confirmatory factor analysis. International Journal of Evaluation and Research in Education , 13(1), 347–354. https://doi.org/10.11591/ijere.v13i1.25769
Jo, S.-J. (2018). Tide and time: Korean Fishermen’s traditional knowledge of Multtae in Gomso Bay. International Journal of Intangible Heritage, 13, 206–220. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055805335&partnerID=40&md5=4754cccc728c391459f3e31dbbfcb523
Khery, Y., Hakim, A., Rokhmat, J., & Sukarso, A. (2025). Effectiveness of ethnoscience oriented project to improve students performance. Multidisciplinary Science Journal, 7(8), 2025417.
Khusniati, M., Heriyanti, A. P., Aryani, N. P., Fariz, T. R., & Harjunowibowo, D. (2023). Indigenous science constructs based on Troso woven fabric local wisdom: a study in ethnoscience and ethnoecology. Journal of Turkish Science Education, 20(3), 549–566.
Koirala, K. P. (2023). Ethno science practice as Indigenous wisdom: challenges to braiding with Western-based school science curriculum. Diaspora, Indigenous, and Minority Education, 17(4), 270–282.
Kotlyarova, V., Isakova, G., Vaslavskaya, I., Gorlova, O., Putrik, I., & Molochnikov, N. (2023). Impact of technogenic civilization on the evolution of scientific thinking. Synesis (ISSN 1984-6754), 15(4), 172–184.
Kurniawan, D. A., Salsabilah, W. S., Kurniawati, E. F., Anandari, Q. S., Perdana, R., Lumbantoruan, A., Nasih, N., Samosir, S. C., & Dewi, U. P. (2019). Ethnoscience investigation in primary schools: Impact on science learning. Universal Journal of Educational Research, 7(12), 2789–2795. https://doi.org/10.13189/ujer.2019.071229
Lazem, S., Giglitto, D., Nkwo, M. S., Mthoko, H., Upani, J., & Peters, A. (2021). Challenges and paradoxes in decolonising HCI: A critical discussion. Computer Supported Cooperative Work (CSCW), 1–38.
Levrini, O., Fantini, P., Barelli, E., Branchetti, L., Satanassi, S., & Tasquier, G. (2021). The present shock and time re-appropriation in the pandemic era: Missed opportunities for science education. Science & Education, 30(1), 1–31.
Marosi, N., Avraamidou, L., & Galani, L. (2021). Culturally relevant pedagogies in science education as a response to global migration. SN Social Sciences, 1(6), 147.
Martinelli, B. M., & Euzebio, U. (2022). Contributions of decolonial thinking about science and its praxis in the context of indigenous people and local communities. Desenvolvimento e Meio Ambiente, 60, 214–232. https://doi.org/10.5380/dma.v60i0.78111
Mattos, S. M., Cestari, V. R. F., & Moreira, T. M. M. (2023). Scoping protocol review: PRISMA-ScR guide refinement. Rev Enferm UFPI, 12(1).
McDonald, C. V. (2016). STEM Education: A review of the contribution of the disciplines of science, technology, engineering and mathematics. Science Education International, 27(4), 530–569.
Monocello, L. T., Henderson, N. L., & Xia, L. (2024). Re-cognizing anthropological methods: toward a decolonizing cognitive anthropology. In Innovations in psychological anthropology (pp. 27–42). Routledge.
Mudana, W. (2023). The effect of ethnoscience-based course review horay learning towards cultural concept understanding and science process skills of the elementary school students. Nurture, 17(2), 137–148. https://doi.org/10.55951/nurture.v17i2.253
Ndaipa, C. J., Edström, K., Langa, P., & Geschwind, L. (2023). Internationalisation of the curriculum in higher education: A case from a Mozambican university. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2188773
Nisa, K., Suprapto, N., Amiruddin, M. Z., Sari, E. P. D. N., & Athiah, B. D. (2024). Ethnoscience-Quizizz test to measure problem-solving skills: a Rasch analysis. International Journal of Evaluation and Research in Education, 13(6), 4247–4255. https://doi.org/10.11591/ijere.v13i6.28075
Nisa’, K., Suprapto, N., Shofiyah, N., & Cheng, T.-H. (2024). How does ethnoscience-students’ worksheet (ESW) influence in science learning? Journal of Education and Learning, 18(2), 403–412. https://doi.org/10.11591/edulearn.v18i2.21178
Nugraha, I. (2023). Unearthing the Academic Time Capsule: Delving into the Evolution of Science Education among Indonesian Students. Journal of Science Learning, 6(4), 465–476.
Nurdiyana, T., & Hidayat, Y. (2024). WOMEN’S ETHNOBEAUTY: EXPLORING SOCIO-CULTURAL PRACTICES IN WOMEN’S BODY CARE. Revista de Gestao Social e Ambiental , 18(7). https://doi.org/10.24857/rgsa.v18n7-121
Prado, H. M., & Murrieta, R. S. S. (2017). The experience of knowledge in tim ingold and the ethnosciences: Some reflections based on an ethnoecological case study. Boletim do Museu Paraense Emilio Goeldi:Ciencias Humanas, 12(3), 839–853. https://doi.org/10.1590/1981.81222017000300010
Pratama, D. H., & Jumadi, J. (2023). Analysis the implementation of ethnoscience approach in learning science. Jurnal Penelitian Pendidikan IPA, 9(4), 1615–1620.
Prayogi, S., Ahzan, S., Rokhmat, J., & Verawati, N. N. S. P. (2023). Dynamic Blend of Ethnoscience and Inquiry in a Digital Learning Platform (e-Learning) for Empowering Future Science Educators’ Critical Thinking. Journal of Education and E-Learning Research, 10(4), 819–828.
Pujiastuti, S. E., Asyhar, R., Prasetya, A. T., & Diliarosta, S. (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
Purwanto, A., Rahmawati, Y., Rahmayanti, N., Mardiah, A., & Putri, R. A. (2022). Socio-critical and problem-oriented approach in environmental issues for students’ critical thinking skills development in Chemistry learning. JOTSE, 12(1), 50–67.
Putra, H. S. A. (2021). Ethnoscience a bridge to back to nature. E3S Web of Conferences, 249, 01002.
Putu Verawati, N. N. S., Harjono, A., & Gummah, S. (2022). Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia. International Journal of Learning, Teaching and Educational Research, 21(9), 232–248. https://doi.org/10.26803/ijlter.21.9.13
Rawls, A. W. (2019). Introduction to Garfinkel’s ‘Notes on Language Games’: Language events as cultural events in ‘systems of interaction.’ European Journal of Social Theory, 22(2), 133–147. https://doi.org/10.1177/1368431018824698
Rizki, I. A., Mirsa, F. R., Islamiyah, A. N., Saputri, A. D., Ramadani, R., & Habibbulloh, M. (2025). Ethnoscience-enhanced physics virtual simulation and augmented reality with inquiry learning: Impact on students’ creativity and motivation. Thinking Skills and Creativity, 57. https://doi.org/10.1016/j.tsc.2025.101846
Romijn, B. R., Slot, P. L., & Leseman, P. P. M. (2021). Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review. Teaching and Teacher Education, 98, 103236.
Sarwi, S., Cahyono, E., & Sumarni, W. (2022). Developing a Problem-Solving Essay Test Instrument (PSETI) in the Instruction of Basic Science Concepts in Ethnoscience Context. Journal of Turkish Science Education, 19(1), 37–51. https://doi.org/10.36681/tused.2022.108
Subali, B., Faizah, Z., & Sidiq, M. (2023). Indonesian national assessment support: Can RE-STEM Android app improve students’ scientific literacy skills? International Journal of Evaluation and Research in Education, 12(3), 1399–1407. https://doi.org/10.11591/ijere.v12i3.24794
Sudarmin, S., Zahro, L., Pujiastuti, S. E., Asyhar, R., Zaenuri, Z., & Rosita, A. (2019). The development of PBL-based worksheets integrated with green chemistry and ethnoscience to improve students’ thinking skills. Jurnal Pendidikan IPA Indonesia, 8(4), 492–499. https://doi.org/10.15294/jpii.v8i4.17546
Sumarni, W., Faizah, Z., Subali, B., & Wiyanto, W. (2020). The urgency of religious and cultural science in stem education: A meta data analysis. International Journal of Evaluation and Research in Education, 9(4), 1045–1054. https://doi.org/10.11591/ijere.v9i4.20462
Sumarni, W., Rusilowati, A., & Susilaningsih, E. (2017). Chemical literacy of teaching candidates studying the integrated food chemistry ethnosciences course. Journal of Turkish Science Education, 14(3), 60–72. https://doi.org/10.12973/tused.10204a
Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K., Colquhoun, H., Kastner, M., Levac, D., Ng, C., Sharpe, J. P., Wilson, K., Kenny, M., Warren, R., Wilson, C., Stelfox, H. T., & Straus, S. E. (2016). A scoping review on the conduct and reporting of scoping reviews. In BMC Medical Research Methodology (Vol. 16, Issue 1). BioMed Central Ltd. https://doi.org/10.1186/s12874-016-0116-4
Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., & Weeks, L. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Annals of Internal Medicine, 169(7), 467–473.
Valk, Ü. (2022). An introduction to vernacular knowledge. Vernacular Knowledge: Contesting Authority, Expressing Beliefs, 1–21.
Widarti, H. R., Wiyarsi, A., Yamtinah, S., & Shidiq, A. S. (2025). Analysis of content development in chemical materials related to ethnoscience : a review. 19(1), 422–430. https://doi.org/10.11591/edulearn.v19i1.21210
Wiyarsi, A., Çalik, M., Priyambodo, E., & Dina, D. (2024). Indonesian Prospective Teachers’ Scientific Habits of Mind:A Cross Grade Study in the Context of Local and Global Socio scientific Issues. Science and Education, 33(5), 1257–1283. https://doi.org/10.1007/s11191-023-00429-4
Yuliana, I., Cahyono, M. E., Widodo, W., & Irwanto, I. (2021). The effect of ethnoscience-themed picture books embedded within contextbased learning on students’ scientific literacy. Eurasian Journal of Educational Research, 2021(92), 317–334. https://doi.org/10.14689/ejer.2021.92.16
Zeidler, D. L. (2016). STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific response. Cultural Studies of Science Education, 11, 11–26.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 JagoMIPA: Jurnal Pendidikan Matematika dan IPA
This work is licensed under a Creative Commons Attribution 4.0 International License.
