Analysis of Students' Chemistry Literacy Improvement in Acid-Base Material Through Ethnoscience-Based Learning Using Natural Indicator Paper from Dayak Onion (Eleutherine palmifolia (L.) Merr.)
Keywords:
Chemical Literacy, Dayak Onion, Ethnoscience, acid – baseAbstract
This study aims to develop natural indicator paper based on Dayak onion (Eleutherine palmifolia (L.) Merr.) extract and assess its effectiveness in improving high school students' chemical literacy through ethnoscience-based learning. The study was conducted in two stages: the creation of indicator paper and its implementation in acid-base learning using a one-group pretest-posttest design. The research subjects were 32 students. Data were collected through tests, observations, and interviews, then analyzed using descriptive and inferential statistics. The results of the normality test showed that the data were normally distributed (Sig. pretest 0.379; posttest 0.892). The paired sample t-test showed a significant difference (Sig. 0.000 < 0.05). The increase in chemical literacy was indicated by an average N-Gain value of 0.798 (high category). These findings indicate that contextual learning based on local wisdom is effective in improving chemical literacy and supporting students' 21st-century skills.
References
Alfauzan, A. A., & Tarchouna, N. (2017). The role of an aligned curriculum design in the achievement of learning outcomes. Journal of Education and E-Learning Research, 4(3), 81-91.
Amanda, F., Mawardi, M., & Suryani, O. (2023). Development of textbooks to support merdeka curriculum learning on green chemistry material in phase e. Jurnal Paedagogy, 10(3), 635-645.
Argaw, A. S., Haile, B. B., Ayalew, B. T., & Kuma, S. G. (2016). The effect of problem based learning (PBL) instruction on students’ motivation and problem solving skills of physics. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 857-871.
Avdiu, E., Bekteshi, E., & Gollopeni, B. (2025). Learning skills for the future implementing the 21st century learning. Multidisciplinary Science Journal, 7(1), 2025011-2025011.
Ayyildiz, Y., & Tarhan, L. (2018). Problem-based learning in teaching chemistry: enthalpy changes in systems. Research in Science & Technological Education, 36(1), 35-54.
Briddick, W. C., Sensoy-Briddick, H., & Savickas, S. (2018). Career construction materials: the story of a career development curriculum in a Turkish school. Early Child Development and Care, 188(4), 478-489.
Chen, J., Zhang, Y., Wei, Y., & Hu, J. (2021). Discrimination of the contextual features of top performers in scientific literacy using a machine learning approach. Research in Science Education, 51, 129-158.
Childs, P. E., & Sheehan, M. (2009). What's difficult about chemistry? An Irish perspective. Chemistry Education Research and Practice, 10(3), 204-218.
Dewi, C. C. A., Erna, M., Haris, I., & Kundera, I. N. (2021). The effect of contextual collaborative learning based ethnoscience to increase student’s scientific literacy ability. Journal of Turkish Science Education, 18(3), 525-541.
Ekawati, R. (2018). Pertumbuhan, produksi umbi dan kandungan flavonoid bawang dayak dengan pemberian pupuk daun. Agrosintesa Jurnal Ilmu Budidaya Pertanian, 1(1), 1-9.
El Yazidi, R., & Rijal, K. (2024). Science learning in the context of'indigenous knowledge'for sustainable development. International Journal of Ethnoscience and Technology in Education, 1(1), 28-41.
Fatihah, W., & Zidny, R. (2023). Production and Characterization of Natural Acid-Base Indicator of Kendi Belang and Kendi Bukacu for School Chemistry Experiment. EduChemia: Jurnal Kimia dan Pendidikan, 8(1), 22-39.
Firmansah, M. L. H. (2022). Curriculum Development and Message Design in E-Learning Based Contextual Using Animation for Determinant Matrix Course. International Journal of Curriculum and Instruction, 14(3), 1813-1830.
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.
Hacioğlu, Y., & Gülhan, F. (2021). The effects of STEM education on the students’ critical thinking skills and STEM perceptions. Journal of Education in Science Environment and health, 7(2), 139-155.
Han, J., Kelley, T., & Knowles, J. G. (2021). Factors influencing student STEM learning: Self-efficacy and outcome expectancy, 21st century skills, and career awareness. Journal for STEM Education Research, 4(2), 117-137.
Harianto, B., Pursitasari, I. D., & Heliawati, L. (2025). Analysis of Students Chemical Literacy through Ethnochemistry Learning in Material Colligative Properties of Solution. IJIS Edu: Indonesian Journal of Integrated Science Education, 7(1), 40-54.
Harianto, B., Pursitasari, I. D., Heliawati, L., & Syarpin, S. (2026). Ethno-STEM-Based E-Book on Colligative Properties of Solutions to Improve Students' Chemical Literacy and Sustainability Awareness. Journal of Innovation in Educational and Cultural Research, 7(2), 332-340.
Heliawati, L., Lidiawati, L., Adriansyah, P. N. A., & Herlina, E. (2022). Ethnochemistry-based adobe flash learning media using indigenous knowledge to improve students' scientific literacy. Jurnal Pendidikan IPA Indonesia, 11(2), 271-281.
Hyun, C. C., Wijayanti, L. M., Asbari, M., Purwanto, A., Santoso, P. B., Igak, W., & Pramono, R. (2020). Implementation of contextual teaching and learning (CTL) to improve the concept and practice of love for faith-learning integration. International Journal of Control and Automation, 13(1), 365-383.
Ješková, Z., Lukáč, S., Šnajder, Ľ., Guniš, J., Klein, D., & Kireš, M. (2022). Active learning in STEM education with regard to the development of inquiry skills. Education Sciences, 12(10), 686.
Krasnova, L. A., & Shurygin, V. Y. (2020). Blended learning of physics in the context of the professional development of teachers. International Journal of Technology Enhanced Learning, 12(1), 38-52.
Kusriadi, S. A. (2026). Literature Review: Standardization of Dayak Onion Bulbs (Eleutherine bulbosa (Mill.) and Garlic (Allium Sativum.). Cleanliness: Journal of Health Sciences and Medical Research, 3(1), 24-30.
Maphosa, C., & Mashau, S. T. (2014). Examining the ideal 21st century teacher-education curriculum. International Journal of Educational Sciences, 7(2), 319-327.
Maqsood, W., Sheikh, T. A., Al-Baqami, S. M., Rehman, A. U., Jillani, S. M. S., Chowdhury, M. S. H., & Siddique, A. (2025). Efficacy of plant extracts as green indicators in acid-base titrimetric analysis: Perspective towards green chemistry. Microchemical Journal, 213, 113613.
Masbukhin, F. A. A. M., Adji, S. S., & Wathi, A. F. D. (2023). Project-Based Learning (PjBL) Model in Chemistry Learning: Students’ Perceptions. European Journal of Education and Pedagogy, 4(1), 93-98.
Mashami, R. A & Ahmadi, P. (2025). Green chemistry and cultural wisdom: A pathway to improving scientific literacy among high school students. Social Sciences & Humanities Open, 11, 101653.
Miguel, M. G. (2011). Anthocyanins: Antioxidant and/or anti-inflammatory activities. Journal of applied pharmaceutical science, (Issue), 07-15.
Miranda, J., Navarrete, C., Noguez, J., Molina-Espinosa, J. M., Ramírez-Montoya, M. S., Navarro-Tuch, S. A., & Molina, A. (2021). The core components of education 4.0 in higher education: Three case studies in engineering education. Computers & Electrical Engineering, 93, 107278.
Nurjadid, E. F., Ruslan, R., & Nasaruddin, N. (2025). Analisis implementasi ideologi kurikulum pembelajaran pendidikan agama Islam terhadap perkembangan kognitif, afektif, dan psikomotor peserta didik. Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI), 5(2), 1054-1065.
Oanh, D. T. K., & Dang, T. D. H. (2025). Effect of STEAM project-based learning on engineering students’ 21st century skills. European Journal of Educational Research, 14(3), 705-721.
Pratiwi, S. W., & Priyani, A. A. (2019). Pengaruh pelarut dalam berbagai pH pada penentuan kadar total antosianin dari ubi jalar ungu dengan metode pH diferensial spektrofotometri. EduChemia: Jurnal Kimia dan Pendidikan, 4(1), 89-96.
Quieng, M. C., Lim, P. P., & Lucas, M. R. D. (2015). 21st century-based soft skills: Spotlight on non-cognitive skills in a cognitive-laden dentistry program. European Journal of Contemporary Education, 11(1), 72-81.
Safari, Y. (2025). Hubungan antara kemampuan literasi membaca siswa terhadap motivasi belajar di kelas 3 SDN Cijambe Girang. Didaktik Global: Jurnal Ilmu Kependidikan, 2(3), 233-240.
Salybekova, F. M., Almetov, N. S., Karbozova, G. K., Suyuberdieva, A. A., Kudaibergenova, M. R., & Nazarova, G. Z. (2023, April). Role of the integration of the 4C model in the professional training of foreign language teachers. In Frontiers in Education (Vol. 8, p. 1125728), 1-15.
Santyasa, I. W., Agustini, K., & Pratiwi, N. W. E. (2021). Project Based E-Learning and Academic Procrastination of Students in Learning Chemistry. International Journal of Instruction, 14(3), 909-928.
Sava, S. L., Fartusnic, C., & Iacobescu, N. A. (2022). Continuity and Innovation in the Civic and Social Education Curriculum for Primary and Secondary Education in Romania. Journal of Social Science Education, 21(4), 1-19.
Shwartz, Y., Ben‐Zvi, R., & Hofstein, A. (2005). The importance of involving high‐school chemistry teachers in the process of defining the operational meaning of ‘chemical literacy’. International Journal of Science Education, 27(3), 323-344
Sirajuddin, M. M., Rusman, & Suryanto, E. (2024, November). The effect of different drying methods on phytochemicals, antioxidant activity and functional groups of dayak onion (Eleutherine bulbosa) extract. In IOP Conference Series: Earth and Environmental Science (Vol. 1413, No. 1, p. 012081). IOP Publishing.
Tairas, N., Rohaeti, E., Prodjosantoso, A. K., Ikhsan, J., & Ningthias, D. P. (2025). STEM-Integrated Problem-Based Learning in Green Chemistry to Enhance Chemical Literacy and Scientific Attitudes. Jurnal Penelitian Pendidikan IPA, 11(3), 615-626.
Tian, P., Sun, D., Han, R., & Fan, Y. (2023). Integrating Micro Project-Based Learning to Improve Conceptual Understanding and Crucial Learning Skills In Chemistry. Journal of Baltic Science Education, 22(1), 130.
Valdez, J. E., & Bungihan, M. E. (2019). Problem-based learning approach enhances the problem solving skills in chemistry of high school students. JOTSE, 9(3), 282-294.
Wiyarsi, A., Pratomo, H., & Priyambodo, E. (2020). Vocational high school students’ chemical literacy on context-based learning: a case of petroleum topic. Journal of Turkish Science Education, 17(1), 147-161.
Woldeamanuel, M., Atagana, H., & Engida, T. (2014). What makes chemistry difficult? , African Journal of Chemical Education, 4(2), 31-43.
Yani, A., Amin, M., Rohman, F., Suarsini, E., & Rijal, M. (2021). Pre-Service Biology Teacher's Perception on Local Environment Problems as Contextual Learning Resources. International Journal of Evaluation and Research in Education, 10(3), 768-780.
Yulianti, R. N. E., Permanasari, A., & Heliawati, L. (2019). Pemanfaatan E-Book Konsep Asam Basa Dalam Pembelajaran Kimia Untuk Meningkatkan Literasi Kimia Siswa SMA Kelas XI. Journal of Science Education and Practice, 3(1), 33-41.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Bibit Harianto, Leny Heliawati, Muhamad Farhan Ramadhan, Syarpin Syarpin
This work is licensed under a Creative Commons Attribution 4.0 International License.
