Prospective Teachers’ Scientific Literacy through Ethnoscience Learning Integrated with the Indigenous Knowledge of People in the Frontier, Outermost, and Least Developed Regions

Parmin Parmin, Fidia Fibriana


The indigenous knowledge in the frontier, outermost, and least developed regions has not been explored thoroughly as an application for Ethnoscience learning. Therefore, this research aimed to explore the indigenous knowledge and its application to measure prospective science teachers’ scientific literacy through Ethnoscience learning. The prospective science teachers joining the Ethnoscience subject were employed as the research samples. A descriptive research method with a qualitative approach was applied for this study. The indigenous knowledge in the frontier, outermost, and least developed regions, i.e., Sumatra, Java, Sulawesi, Kalimantan, and Papua, is a potential learning source for exciting science learning and providing the opportunity for prospective science teachers to develop scientific literacy. Based on the results, 13 students achieved grade A, whereas 14 students got AB, and the other 4 students achieved B. All prospective science teachers were good at analytical thinking, problem-solving, and communicating. They also gained knowledge from the analysis results, which made them master the problem-solving skill. In conclusion, the indigenous knowledge of the frontier, outermost, and least regions integrated with Ethnoscience learning can improve the prospective science teachers’ scientific literacy effectively.


Ethnoscience; Indigenous knowledge; Scientific Literacy

Full Text:



Adhi, DT, Sudarmin, S & Linuwih, S 2018, ‘The Influence of Ethnoscience-Based Learning Video to Improve Students’ Understanding of Green Chemistry in Integrated Science Subject’, Journal of Innovative Science Education, vol. 7, no. 1, pp.36-44.

Anderson, JO, Lin, HS, Treagust, DF, Ross, SP & Yore, LD 2007, ‘Using large-scale assessment datasets for research in science and mathematics education: Programme for International Student Assessment (PISA),' International Journal of Science and Mathematics Education, vol. 5, no. 4, pp.591-614.

Arikunto, S 2006, Prosedur Penelitian suatu Pendekatan Praktek edisi revisi VI, PT Raja Grafindo Persada, Jakarta.

Bybee, R 2014, Scientific Literacy. In: Gunstone R. (eds).

Encyclopedia of Science Education, Springer. Dordrecht.

Clough, MP 2018, Teaching and learning about the nature of science, Springer. Dordrecht.

Darnell, D, Dorsey, CN, Melvin, A, Chi, J, Lyon, AR & Lewis, CC 2017, ‘A content analysis of dissemination and implementation science resource initiatives: what types of resources do they offer to advance the field?’, Implementation Science, vol. 12, no. 1, pp.137.

Dewi, CA, Khery, Y & Erna, M 2019, ‘An Ethnoscience Study in Chemistry Learning to Develop Scientific Literacy’, Jurnal Pendidikan IPA Indonesia, vol. 8, no. 2, pp.279-87.

Faisal & Martin, SN 2019, ‘Science education in Indonesia: past, present, and future’, Asia-Pacific Science Education, vol. 5, no. 1, p.4.

Haviz, M, Karomah, H, Delfita, R, Umar, MIA & Maris, IM 2018, ‘Revisiting Generic Science Skills as 21st Century Skills on Biology Learning’, Jurnal Pendidikan IPA Indonesia, vol. 7, no. 3, pp.355-63.

Huang, YS & Asghar, A 2016 ‘Science education reform in confucian learning cultures: policymakers’ perspectives on policy and practice in Taiwan’, Asia-Pacific Science Education, vol. 2, no. 1, p.3.

Irwanto, Rohaeti, E, Widjajanti, E, & Suyanta 2017, ‘Students’ science process skill and analytical thinking ability in chemistry learning’, In AIP Conference Proceedings, AIP Publishing, Vol. 1868, No. 1, p. 030001.

Kim, Y & Baylor, AL 2016, ‘Based design of pedagogical agent roles: A review, progress, and recommendations’, International Journal of Artificial Intelligence in Education, vol. 26, no. 1, pp.160-69.

Krathwohl, DR & Anderson, LW 2010, Kerangka Landasan untuk Pembelajaran, Pengajaran dan Asesmen (Revisi Taksonomi Pendidikan Bloom), Pustaka Pelajar, Yogyakarta.

Kurniati, D, Harimukti, R & Jamil, NA 2016, ‘Kemampuan berpikir tingkat tinggi siswa SMP di Kabupaten Jember dalam menyelesaikan soal berstandar PISA’, Jurnal Penelitian dan Evaluasi Pendidikan, vol. 20, no. 2, pp.142-55.

Mardiana, D. & Cahyani, R., 2018, June. The Development of Basic Natural Science Learning Materials to Improve Students’ Competence. In Journal of Physics: Conference Series, IOP Publishing, Vol. 1028, No. 1, p. 012206.

McIntyre, ME 2017, ‘On multi-level thinking and scientific understanding’, Advances in Atmospheric Sciences, 34(10), pp.1150-58.

Michel, H & Neumann, I 2016, ‘Nature of science and science content learning’, Science & Education, 25(9-10), pp.951-75.

Nofiana, M & Julianto, T 2018, ‘Upaya Peningkatan Literasi Sains Siswa melalui Pembelajaran Berbasis Keunggulan Lokal’, Biosfer: Jurnal Tadris Biologi, vol. 9, no. 1, pp.24-35.

Noguez, J & Neri, L 2019, ‘Research-based learning: a case study for engineering students. International Journal on Interactive Design and Manufacturing’, vol. 13, no. 4, pp. 1283-95.

Nuswowati, M & Purwanti, E 2018, ‘The effectiveness of module with critical thinking approach on hydrolysis and buffer materials in chemistry learning’, In Journal of Physics: Conference Series, IOP Publishing, Vol. 983, No. 1, p. 012171.

Pahrudin, A, Irwandani, I, Triyana, E, Oktarisa, Y & Anwar, C 2019, ‘The Analysis of Pre-Service Physics Teachers in Scientific Literacy: Focus on the Competence and Knowledge Aspects’, Jurnal Pendidikan IPA Indonesia, vol. 8, no. 1, pp.52-62.

Parmin, Sajidan, Ashadi, Sutikno, & Yoris, M 2016, ‘Preparing Prospective Teachers in Integrating Science and Local Wisdom through Practicing Open Inquiry’, Journal of Turkish Science Education (TUSED), vol. 13, no. 2, pp, 3-14.

Prain, V & Waldrip, B 2010, ‘Representing science literacies: An introduction’, Research in Science Education, vol. 40, no. 1, pp.1-3.

Purwanto, N 2008, Metodologi Penelitian Kuantitatif, Pustaka Pelajar, Yogyakarta.

Ristina, H, Linuwih, S & Nuswowati, M 2019, ‘SETS Learning Efficacy to Improve Students Science Literacy Skills’, Journal of Innovative Science Education, vol. 8, no. 1, pp.427-33.

Roksa, J, Trolian, TL, Pascarella, ET, Kilgo, CA, Blaich, C & Wise, KS 2017, ‘Racial inequality in critical thinking skills: The role of academic and diversity experiences’, Research in Higher Education, vol. 58, no. 2, pp.119-40.

Rusilowati, A, Kurniawati, L, Nugroho, SE & Widiyatmoko, A 2016, ‘Developing an Instrument of Scientific Literacy Assessment on the Cycle Theme’, International Journal of Environmental and Science Education, vol. 11, no. 12, pp.5718-27.

Sinaga, P, Kaniawati, I & Setiawan, A 2017, ‘Improving Secondary School Students' Scientific Literacy Ability Through The Design Of Better Science Textbooks’, Journal of Turkish Science Education (TUSED), vol. 14, no. 4, pp. 92-107.

Sjöström, J 2018, ‘Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung’, Cultural Studies of Science Education, vol. 13, no. 1, pp.147-61.

Soobard, R & Rannikmae, M 2011, ‘Assessing Student's Level of Scientific Literacy Using Interdisciplinary Scenarios’, Science education international, vol. 22, no. 2, pp.133-44.

Sumarni, W., Wiyanto, & Sudarmin 2016, ‘The Reconstruction of Society Indigenous Science into Scientific Knowledge in the Production Process of Palm Sugar’, Journal of Turkish Science Education, vol. 13, no. 4, pp. 281-92.

Tho, SW & Yeung, YY 2016, ‘Technology-enhanced science learning through remote laboratory: System design and pilot implementation in tertiary education’, Australasian Journal of Educational Technology, vol. 32, no. 3, pp. 96-111.

Tiruneh, DT, De Cock, M, Weldeslassie, AG, Elen, J. & Janssen, R 2017, ‘Measuring critical thinking in physics: Development and validation of a critical thinking test in electricity and magnetism’, International Journal of Science and Mathematics Education, vol. 15, no. 4, pp.663-82.

Tom, MN, Sumida Huaman, E & McCarty, TL 2019, ‘Indigenous Knowledges as Vital Contributions to Sustainability’, International Review of Education, vol. 65, no. 1, pp. 1-18.

Webb, ME, Prasse, D, Phillips, M, Kadijevich, DM, Angeli, C, Strijker, A, Carvalho, AA, Andresen, BB, Dobozy, E & Laugesen, H 2018, ‘Challenges for IT-Enabled Formative Assessment of Complex 21st Century Skills’, Technology, Knowledge and Learning, vol. 23, no. 3, pp.441-56.



  • There are currently no refbacks.

Copyright (c) 2019 Jurnal Penelitian dan Pembelajaran IPA

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License

Jurnal Penelitian dan Pembelajaran IPA is licensed under a Creative Commons Attribution 4.0 International License

Copyright © 2021 Jurnal Penelitian dan Pembelajaran IPA. All rights reserved.