Ethnopedagogical Learning as a Multidimensional Approach to Improving Scientific Literacy, Critical Thinking, and Character Development in Primary Education
Abstract
Scientific literacy, critical thinking, and character development remain major challenges in Indonesian primary education due to the dominance of decontextualised learning approaches. Although ethnopedagogy has been widely associated with literacy development and culturally responsive learning, limited empirical studies have simultaneously examined its impact on scientific literacy, critical thinking skills, and character development within elementary school settings. Therefore, this study aimed to investigate the effectiveness of an ethnopedagogical learning module grounded in local wisdom for improving these competencies among elementary school students in Kupang, Indonesia. This study employed a quasi-experimental design with pre-test and post-test control groups involving 78 students, consisting of 38 students in the experimental group and 40 students in the control group. Data were collected using scientific literacy tests, critical thinking tests, and character observation instruments, then analysed using descriptive statistics, Mann–Whitney U tests, and MANOVA. The findings revealed that the experimental group achieved significantly higher improvements than the control group across all variables. Scientific literacy scores increased from 62.36 to 77.89, critical thinking scores improved from 62.98 to 81.05, and character development scores rose from 64.23 to 85.22. MANOVA analysis confirmed significant multivariate effects, with character development showing the largest effect size (partial η² = 0.281), followed by scientific literacy (partial η² = 0.101) and critical thinking (partial η² = 0.093). The study demonstrates the novelty of ethnopedagogical learning as a multidimensional, culturally responsive, and contextually grounded instructional approach that simultaneously strengthens cognitive and affective competencies. Therefore, ethnopedagogical learning can serve as an innovative pedagogical framework for supporting holistic education and the implementation of the Merdeka Curriculum in Indonesia.
Full text article
References
Ajid, S. N., Kusumaningtyas, D. A., Ratih, K., & Lava, S. (2025). Strategies for Integrating Problem-Based Learning, Teaching Modules, and Formative Assessments to Enhance Learning Outcomes and Critical Thinking Skills. Indonesian Journal on Learning and Advanced Education (IJOLAE), 7(2), 218–232. https://doi.org/10.23917/ijolae.v7i2.8612
Algifahmy, A. F. (2022). Holistic Education in the Implementation of Islamic Value Morality in Inclusion Schools in The Covid 19 Pandemic Period. Ta’dibuna: Jurnal Pendidikan Agama Islam, 5(1), 63-77. https://doi.org/10.30659/jpai.5.1.63-77
Angela, L., Handican, R., & Casanova, A. (2025). Linking Belief to Thought: A Structural Equation Modeling Analysis of Self-Efficacy and Critical Thinking Among Indonesian Pre-Service Teacher. Indonesian Journal on Learning and Advanced Education (IJOLAE), 7(2), 393–410. https://doi.org/10.23917/ijolae.v7i2.9620
Aningsih, Zulela, Neolaka, A., Iasha, V., & Setiawan, B. (2022). How is the Education Character Implemented? The Case Study in Indonesian Elementary School. Journal of Educational and Social Research, 12(1), 371. https://doi.org/10.36941/jesr-2022-0029
Ardiyani, L. P. C., Pitriani, K., & Jero, N. W. J. (2025). Rejang Pedawa dance as a medium for ethnopedagogical-based adolescent learning. Dharmakirti International Journal of Religion Mind and Science, 2(2), 137–151. https://doi.org/10.61511/ijroms.v2i2.2025.1311
Arifin, Mas, S. R., Bafadal, I., & Gaib, M. (2024). Strengthening the Pancasila Student Profile in the Implementation Of Freedom to Learn In Elementary Schools. Jurnal Pedagogi Dan Pembelajaran, 7(1), 166–174. https://doi.org/10.23887/jp2.v7i1.63674
Aspiani, Z., Darmiany, D., & Husniati, H. (2022). Teacher’s Strategy in Instilling Disciplined Characters in Class IV students at SDN 2 Kalijaga. Prisma Sains Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 10(1), 48. https://doi.org/10.33394/j-ps.v10i1.4746
Astra, I. M., Henukh, A., & Uskenat, K. (2023). The effectiveness of STEM-Based Science Teaching Materials in Improving elementary School Students’ Science Literacy. Journal of Physics Conference Series, 2582(1), 012047. https://doi.org/10.1088/1742-6596/2582/1/012047
Biringan, J., Limeranto, R., & Sample, F. (2025). Approach learning high-order thinking skills to improve civic knowledge in Pancasila and Civic Education. Jurnal Civics Media Kajian Kewarganegaraan, 22(1). https://doi.org/10.21831/jc.v22i1.1336
Dilger, H. (2017). Embodying values and socio-religious difference: new markets of moral learning in Christian and Muslim schools in urban Tanzania. Africa, 87(3), 513–536. https://doi.org/10.1017/s0001972017000092
Fatimah, H., Sumberartha, I. W., & Setiawan, A. M. (2023). Validity and Readability Test for the Development of PBL-Based UKBM Teaching Materials on the Physics of the Human Circulatory System is Oriented Towards Students’ Critical Thinking. Jurnal Penelitian Pendidikan IPA, 9(1), 9–12. https://doi.org/10.29303/jppipa.v9i1.1496
Fatmawati, E. H., & Rusmini, R. (2023). Science Literacy-Based Student Worksheets to improve critical thinking skills on Acid-Base materials. Hydrogen Jurnal Kependidikan Kimia, 11(5), 618. https://doi.org/10.33394/hjkk.v11i5.8707
Fauzan, F., Murtadha, M., & Azizah, A. (2024). Development of Islamic Religious Education (IRE) Textbooks based on Ethnopedagogy through local wisdom in Thematic Learning. FIKROH Jurnal Pemikiran Dan Pendidikan Islam, 17(2), 102–110. https://doi.org/10.37812/fikroh.v17i2.1646
Hashim, N. N. D. M., Zain, A., Basir, J. M., & Salleh, N. a. S. (2026). The impact and main components of ethnopedagogy practice in culture literature: a scoping review. International Journal of Early Years Education, 1–21. https://doi.org/10.1080/09669760.2025.2611387
Hendrawan, J. H. (2020). The Inculcation of Sundanese Local Wisdom Values in Millennial Generation (Ethno-pedagogy on Social Studies Learning at the Pasundan Middle School, Cimahi). Proceedings of the International Conference on Social Studies, Globalisation and Technology (ICSSGT 2019). https://doi.org/10.2991/assehr.k.200803.038
Jannati, A. A., Sutama, S., Setyaningsih, N., & Adnan, M. (2025). Critical Thinking Improvement through Numeracy Literacy: Insights from Senior High School Practices. Indonesian Journal on Learning and Advanced Education (IJOLAE), 7(2), 328–340. https://doi.org/10.23917/ijolae.v7i2.8669
Johansen, V. (2013). Entrepreneurship education and start‐up activity: a gender perspective. International Journal of Gender and Entrepreneurship, 5(2), 216–231. https://doi.org/10.1108/17566261311328864
Kraijitmate, W., Saeng-Xuto, V., & Kaewkhong, K. (2019). Indigenous Knowledge among Artisans Can Promote Scientific Literacy for Education in the Thailand 4.0 Era: Perspectives of Thai Science Scholars. ASR Chiang Mai University Journal of Social Sciences and Humanities, 4(2). https://doi.org/10.12982/cmujasr.2017.0009
Kusumaningtyas, D. A., Manyunu, M., Kurniasari, E., Awalin, A. N., Rahmaniati, R., & Febriyanti, A. (2024). Enhancing Learning Outcomes: A Study on the Development of Higher Order Thinking Skills based Evaluation Instruments for Work and Energy in High School Physics. Indonesian Journal on Learning and Advanced Education (IJOLAE), 14–31. https://doi.org/10.23917/ijolae.v6i1.23125
Liu, Y., & Huang, T. (2016). Science Education Curriculum Development Principles in Taiwan: Connecting with Aboriginal Learning and Culture. Eurasia Journal of Mathematics Science and Technology Education, 13(5). https://doi.org/10.12973/eurasia.2017.00674a
M, M., & Effendi, M. (2020). Strengthening of national identity through personality development based on Ethno-Pedagogy at higher education. International Journal of Psychosocial Rehabilitation, 24(04), 2548–2559. https://doi.org/10.37200/ijpr/v24i4/pr201362
Maharani, N. I., Dasna, I. W., & Utama, C. (2023). The effectiveness of Inquiry-Based learning instrument to enhance student’s critical thinking skills. Madrasah Jurnal Pendidikan Dan Pembelajaran Dasar, 15(2), 66–77. https://doi.org/10.18860/mad.v15i2.18682
Mahzumi, E., Herliana, F., Evendi, Melvina, Sari, R. N., Elisa, Ngadimin, & Halim, A. (2024). Development of Contextual Teaching and Learning (CTL) Worksheet based on Blended Learning to Enhance Students’ Critical Thinking. In Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research (pp. 289–298). https://doi.org/10.2991/978-2-38476-216-3_30
Maneba, S., Melansari, N., & Adu, B. (2021). Analysis Of Students’ Motivation In Reading English. English Education Journal, 81–86. https://doi.org/10.55340/e2j.v7i2.692
Mbato, C. L. (2019). Indonesian EFL Learners’ Critical Thinking in Reading: Bridging the Gap between Declarative, Procedural and Conditional Knowledge. Jurnal Humaniora, 31(1), 92. https://doi.org/10.22146/jh.v31i1.37295
Prayogi, S., Bilad, M. R., Verawati, N. N. S. P., & Asy’ari, M. (2024). Inquiry vs. Inquiry-Creative: Emphasizing Critical Thinking Skills of Prospective STEM Teachers in the Context of STEM Learning in Indonesia. Education Sciences, 14(6), 593. https://doi.org/10.3390/educsci14060593
Pujawan, I. G. N., Rediani, N. N., Antara, I. G. W. S., Putri, N. N. C. A., & Bayu, G. W. (2022). Revised Bloom Taxonomy-Oriented learning activities to develop scientific literacy and creative thinking skills. Jurnal Pendidikan IPA Indonesia, 11(1), 47–60. https://doi.org/10.15294/jpii.v11i1.34628
Rahman, S., & Buck, G. (2023). Critical Features of Science Education: A Comparison between Global and National Education Policy for Rohingya Refugee Children in Bangladesh. Journal of Research in Science Mathematics and Technology Education, 6(2), 83–98. https://doi.org/10.31756/jrsmte.623
Rahmawati, Y., Ridwan, A., Baeti, H. R., Virginanti, M., & Faustine, S. (2021). Improving students chemical literacy and cultural awareness through ethnopedagogy in chemistry education. AIP Conference Proceedings. https://doi.org/10.1063/5.0041918
Ramadhan, A., & Mardin, S. (2023). Problem-based learning: Improving critical thinking abilities, science literacy and students’ independence in biology. International Journal of Science and Research Archive, 10(2), 772–779. https://doi.org/10.30574/ijsra.2023.10.2.0982
Rusiana, R., Nuraeningsih, N., Sulistyowati, T., Syafei, M., Romadlon, F. N., Nurcahyo, A. D., … Milad, A. A. (2024). Book Clubs as a Pedagogical Tool for Developing Critical Thinking: Evidence from an English Education Program in Indonesia. Indonesian Journal on Learning and Advanced Education (IJOLAE), 350–364. https://doi.org/10.23917/ijolae.v6i3.23664
Sharon, A. J., & Baram‐Tsabari, A. (2020). Can science literacy help individuals identify misinformation in everyday life? Science Education, 104(5), 873–894. https://doi.org/10.1002/sce.21581
Suhirman, S., & Khotimah, H. (2020). The effects of Problem-Based Learning on Critical Thinking skills and student science literacy. Lensa Jurnal Kependidikan Fisika, 8(1), 31. https://doi.org/10.33394/j-lkf.v8i1.2794
Syafitri, Y., & Syafriani. (2023). Need Analysis for Development of Physics E-Module Integrated with Critical Reading to Enhance Critical Thinking and Scientific Literacy in Senior High School. Jurnal Penelitian Pendidikan IPA, 9(10), 8065–8069. https://doi.org/10.29303/jppipa.v9i10.4976
Syahidi, K., Jufri, A. W., Doyan, A., Kosim, K., Rokhmat, J., & Sukarso, A. (2023). Penguatan Literasi Sains dan Pendidikan Karakter pada Pembelajaran IPA Abad 21. Kappa Journal, 7(3), 538–542. https://doi.org/10.29408/kpj.v7i3.25036
Taş, M. A., & Coşkun, M. M. K. (2014). The effect of explicit teaching and implicit learning of concept and generalization structure on the acquisition of explicit knowledge of concept and generalization structure. Cukurova University Faculty of Education Journal, 43(1). https://doi.org/10.14812/cufej.2014.002
Tumbel, M. E. (2024). Application of Project-Based Learning to improve the 4C abilities (Critical Thinking, creativity, collaboration, and communication) of children aged 5-6 years. International Journal of Information Technology and Education, 3(2), 8–14. https://doi.org/10.62711/ijite.v3i2.173
Verawati, N. N. S. P., & Wahyudi, W. (2024). Raising the issue of local wisdom in science learning and its impact on increasing students’ scientific literacy. International Journal of Ethnoscience and Technology in Education, 1(1), 42. https://doi.org/10.33394/ijete.v1i1.10881
Vieira, R. M., & Tenreiro-Vieira, C. (2014). Fostering scientific literacy and critical thinking in elementary science education. International Journal of Science and Mathematics Education, 14(4), 659–680. https://doi.org/10.1007/s10763-014-9605-2
Wati, S., Idrus, A. A., & Syukur, A. (2021). Analysis of student scientific literacy: study on learning using ethnoscience integrated science teaching materials based on guided inquiry. JURNAL PIJAR MIPA, 16(5), 624–630. https://doi.org/10.29303/jpm.v16i5.2292
Wenno, I. H., Jamaludin, J., & Batlolona, J. R. (2021). The effect of problem based learning model on creative and critical thinking skills in static fluid topics. Jurnal Pendidikan Sains Indonesia, 9(3), 498–511. https://doi.org/10.24815/jpsi.v9i3.20829
Yalley, E., Armah, G., & Ansah, R. K. (2021). Effect of the VAN Hiele Instructional Model on students’ achievement in geometry. Education Research International, 2021, 1–10. https://doi.org/10.1155/2021/6993668
Yang, H., Chang, C., Tseng, P., Lai, H., Tasi, J., Huang, W., Fan, Y., Weng, C., & Tung, C. (2022). Effectiveness of innovative instructional module for professional competence in health literacy in medical students. BMC Medical Education, 22(1), 210. https://doi.org/10.1186/s12909-022-03252-7
Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3), 357–377. https://doi.org/10.1002/sce.20048
Zulyusri, Z., Indah, A., & Santosa, T. A. (2022). Meta-analysis: The effectiveness of using socio-scientific issues on science Literacy and Students’ Higher-Order Thinking Ability in Science learning. LITERACY International Scientific Journals of Social Education Humanities, 1(2), 94–105. https://doi.org/10.56910/literacy.v1i2.221
Authors
Copyright (c) 2026 Uslan Uslan, Ummu Aiman, Ahmad Yani, Ummu Fajariyah Akbari, Obby Taufik Hidayat, John Gyun Yeol Park
This work is licensed under a Creative Commons Attribution 4.0 International License.