The Role of Ethnoscience in Developing Science Process Skills in Elementary School IPAS Learning

Siti Frida Dwi Septiani; Joko Suprapmanto

doi:10.58737/jpled.v6i3.1783

Authors

Siti Frida Dwi Septiani Nusa Putra University
Joko Suprapmanto Nusa Putra University

DOI:

https://doi.org/10.58737/jpled.v6i3.1783

Keywords:

Ethnoscience, Science Process Skills, IPAS Learning, Elementary School, Systematic Literature Review

Abstract

This study is motivated by the persistently low level of science process skills (SPS) among elementary school students in Indonesia, as evidenced by PISA 2022 result showing more than half of Indonesian students are below level 2 in science, and reinforced by finding that IPAS learning remains dominated by conventional teacher-centered approaches. This study aims to systematically analyze the role of ethnoscience in developing SPS in integrated Science and Social Studies (IPAS) learning in elementary schools. The research uses a qualitative approach with Systematic Literature Review (SLR) method following the PRISMA 2020 protocol. Literature searches were conducted through Google Scholar, Scopus, and SINTA databases using keywords ethnoscience, science process skills, IPAS and elementary school. A total of 27 articles met the inclusion criteria. Data were analyzed using thematic synthesis. The findings reveal that ethnoscience can be integrated through various learning models, with Project Based Learning (PjBL) being the most effective. The observing indicator showed the highest improvement (experimental 87.38 vs control 73,29), while the communicating showed the lowest (score 1.59, poor category). A significant interaction was found between ethnoscience-based PjBL and student’s learning styles, with visual and kinesthetic learners showing greater improvement than auditory learners. The study concludes that ethnoscience serves as an epistemological bridge connecting traditional and scientific knowledge, making IPAs learning more contextual and meaningful.

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