Analysis of the Need for E-LKPD Based on the Ethnoscience of Gula Cakar Majalengka to Improve Science Literacy
DOI:
https://doi.org/10.33751/jsep.v10i1.29Keywords:
ethnoscience, E-LKPD, science literacy, science learning, teaching materialsAbstract
This study aims to analyse the needs for the development of ethnoscience-based E-LKPD in science education on the topic of matter and its changes to improve students’ science literacy. The research method employed was descriptive with a mixed-methods approach, utilising questionnaires for students and interviews with teachers. The research instruments comprised a Likert-scale questionnaire and an interview guide, both of which had been validated by experts. Data were analysed using percentage calculations and qualitative descriptive analysis. The research results showed that the learning conditions aspect (70.11%) was in the high category, indicating that learning still tended to be teacher-centred. The teaching materials needs aspect (68.75%) was in the high category, indicating a lack of innovative teaching materials and a continued dominance of conventional teaching materials. The ethnoscience aspect (64.40%) fell into the high category, indicating that the potential for ethnoscience integration has not yet been optimally utilised. The E-LKPD requirement aspect (67.39%) fell into the high category, indicating a strong need for interactive and contextual digital teaching materials. Meanwhile, science literacy (58.15%) falls into the moderate category, indicating that students’ science literacy skills have not yet developed optimally. Interview results revealed that teaching is still dominated by the lecture method, teaching materials are limited to textbooks and printed worksheets, and the integration of ethnoscience is not yet optimal. These findings indicate a gap between learning needs and current classroom practices. The development of ethnoscience-based E-LKPDs is required as a solution to support interactive, contextual, and meaningful learning, and has the potential to improve students’ science literacy.
References
Anwar, C., Susapti, P., & Himmah, W. I. (2025). Development of Extreme Addition Mathematics Media to Improve Counting Skills of Madrasah Ibtidaiyah Students. Al-Bidayah: Jurnal Pendidikan Dasar Islam, 17(1), 137–164. https://doi.org/10.14421/al-bidayah.v17i1.11124
Assefa, Y., & Mohammed, S. J. (2022). Indigenous-Based Adult Education Learning Material Development: Integration, Practical Challenges, and Contextual Considerations in Focus. Education Research International, 2022(1), 2294593. https://doi.org/https://doi.org/10.1155/2022/2294593
Chowdhury, T. B. M., Holbrook, J., Reis, P., & Rannikmäe, M. (2022). Bangladeshi Science Teachers’ Perceived Importance and Perceived Current Practices in Promoting Science Education Through a Context-Based, Socio-scientific Framework. Science & Education, 31(2), 487–523. https://doi.org/10.1007/s11191-021-00236-9
Creswell, J. W. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5 ed.). SAGE Publications.
Damayanti, L., Raharjo, T. J., Subali, B., & Ellianawati, E. (2024). Analysis Of Ethnoscience-Based Problem-Based Learning (PBL) Models at The Elementary School Level: Bibliometric Analysis On Selected Journals In 2019-2025. Journal of Primary Education, 13(2), 100–113. https://doi.org/10.15294/jpe.v13i2.25358
Dewi, N. R., Listiaji, P., & Savitri, E. N. (2025). Development and Validation of an ICT-Based TPACK Test for Pre-Service Science Teachers: Toward Objective and Scalable Assessment. Journal of Physics: Conference Series, 3148(1), 12014. https://doi.org/10.1088/1742-6596/3148/1/012014
Dou, R., & Cian, H. (2022). Constructing STEM identity: An expanded structural model for STEM identity research. Journal of Research in Science Teaching, 59(3)(October), 458–490. https://doi.org/https://doi.org/https://doi.org/10.1002/tea.21734
Dou, R., & Cian, H. (2022). Constructing STEM identity: An expanded structural model for STEM identity research. Journal of Research in Science Teaching, 59(3), 458–490. https://doi.org/https://doi.org/10.1002/tea.21734
Edwin, M., Alwi, Z., & Izzah, I. (2025). Developing Interactive E-LKPD with Wizer. Me: A Needs Analysis for Enhancing Poetry Writing Skills in Junior High School Students in Palembang. AL-ISHLAH: Jurnal Pendidikan, 17(2), 1989–2005. https://doi.org/10.35445/alishlah.v17i2.6811
Ekantini, A., & Damayanti, I. (2023). “Quizizz” as An Evaluation of Advanced Natural Science Learning to Increase Concentration in Post-Pandemic Learning. Jurnal Inovasi Pendidikan IPA, 9(1), 73–83. https://doi.org/10.21831/jipi.v8i1.52552
Fathurrochman, I., Asnawan, Monita, D., & Hasan, M. F. (2025). Integration of local wisdom in elementary school local content curriculum: A study in rural areas of Indonesia. The Curriculum Journal, n/a(n/a). https://doi.org/https://doi.org/10.1002/curj.70029
Fatihatussa’adah, I., Yamtinah, S., Ariani, S. R. D., Wiyarsi, A., Widarti, H. R., Shidiq, A. S., & Abrori, F. M. (2024). Fostering Collaboration and Enhancing Student Learning Achievement through the Integration of Ethnoscience in the Common Knowledge Construction Model with Podcast Media 295 Indonesian Journal on Learning and Advanced Education. Indonesian Journal on Learning and Advanced Education (IJOLAE), 6(3), 295–314. https://doi.org/10.23917/ijolae.v6i3.23222
Fatihatussa’adah, I., Yamtinah, S., Ariani, S. R. D., Wiyarsi, A., Widarti, H. R., Shidiq, A. S., & Abrori, F. M. (2024). Fostering Collaboration and Enhancing Student Learning Achievement through the Integration of Ethnoscience in the Common Knowledge Construction Model with Podcast Media. Indonesian Journal on Learning and Advanced Education (IJOLAE), 6(3), 295–314. https://doi.org/10.23917/ijolae.v6i3.23222
Fayzullina, A. R., Zakirova, C. S., Dobrokhotov, D. A., Erkiada, G., Muratova, O. A., & Grishnova, E. E. (2023). Bibliometric review of articles related to context-based learning in science education. Eurasia Journal of Mathematics, Science and Technology Education, 19(9), em2330. https://doi.org/10.29333/ejmste/13534
Feng, Z., & Xiao, H. (2024). The impact of students’ lack of learning motivation and teachers’ teaching methods on innovation resistance in the context of big data. Learning and Motivation, 87, 102020. https://doi.org/https://doi.org/10.1016/j.lmot.2024.102020
Fianti, F., & Neratania, A. (2024). Developing Physics Teaching Materials Based on Differentiated Merdeka Curriculum Using an Ethnoscience-Integrated Contextual Approach. Jurnal Inovasi Pendidikan IPA, 10(2), 160–174. https://doi.org/10.21831/jipi.v10i2.76663
Fitria, D., Asrizal, A., Lufri, L., & Handrianto, C. (2025). Integrating Blended Problem-Based Learning with Ethnoscience to Develop Twenty-First Century Skills. The International Journal of Pedagogy and Curriculum, 32(2), 165. https://doi.org/10.18848/2327-7963/CGP/v32i02/165-188
Ghaisani, N. R. T., & Setyasto, N. (2023). The Development of Liveworksheets-Based Electronic Student Worksheets (E-LKPD) to Improve Science Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 9(8), 6147–6156. https://doi.org/10.29303/jppipa.v9i8.4571
Gungor, B. A., Saracoglu, S., & Metin, M. (2023). Perspective of Teachers to Context-Based Learning and Its Use in Science Education. Canadian Journal of Science, Mathematics and Technology Education, 23(1), 27–47. https://doi.org/10.1007/s42330-023-00266-1
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. https://doi.org/10.46843/jiecr.v7i2.2565
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. https://doi.org/10.15294/jpii.v11i2.34859
Hikmah, N., Yohandri, Arsih, F., Azhar, M., & Razak, A. (2025). Uncovering the Potential of Ethnoscience in Science Learning to Improve Students’ Literacy: A Systematic-Literature Review (2014–2024). Jurnal Pendidikan IPA Indonesia, 14(3), 550–562. https://doi.org/10.15294/jpii.v14i3.19591
Hsbollah, H. M., & Hassan, H. (2022). Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications. Malaysian Journal of Learning and Instruction, 19(1), 147–181. https://doi.org/10.32890/mjli2022.19.1.6
Imron, E. M., Asri Nugraheni, F. S., Utami, B., Nursalsabila, Z., Mahardiani, L., Bramastia, & Tanghal, A. B. (2025). Effectiveness of Ethno-STEM-Based Science Teaching with the Project-Based Learning Model on Students’ Scientific Literacy. Jurnal Inovasi Pendidikan IPA, 11(2), 435–453. https://doi.org/10.21831/jipi.v11i2.78952
Irwansah, A., Widodo, B. S., & Prasetya, S. P. (2023). Development of Digital-Based Constructivistic Teaching Materials to Improve the Metacognitive Ability of Disaster Materials Students. Jurnal Paedagogy, 10(1), 1–11. https://doi.org/10.33394/jp.v10i1.6108
Jeff, E. (2023). Science Literacy: a More Fundamental Meaning. Journal of Microbiology & Biology Education, 24(1), e00212-22. https://doi.org/10.1128/jmbe.00212-22
Kestin, G., Miller, K., Klales, A., Milbourne, T., & Ponti, G. (2025). AI tutoring outperforms in-class active learning: an RCT introducing a novel research-based design in an authentic educational setting. Scientific Reports, 15(1), 17458. https://doi.org/10.1038/s41598-025-97652-6
Li, X., Islam, A. Y. M. A., Cheng, E. W. L., Hu, X., & Wah Chu, S. K. (2021). Exploring determinants influencing information literacy with activity theory. Online Information Review, 46(3), 568–589. https://doi.org/10.1108/OIR-03-2020-0092
Lu, G., Ju, X., Chen, X., Pei, W., & Cai, Z. (2024). GRACE: Empowering LLM-based software vulnerability detection with graph structure and in-context learning. Journal of Systems and Software, 212, 112031. https://doi.org/https://doi.org/10.1016/j.jss.2024.112031
Mayer, R. E. (2024). The Past, Present, and Future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36(1), 8. https://doi.org/10.1007/s10648-023-09842-1
Mohzana, M., Merla, M., Boari, Y., Hudain, M. A., & Kamaruddin, I. (2023). The Analysis Of The Effectiveness Of Group Investigation Method Implementation In Increasing Student Learning Outcomes. Mudir: Jurnal Manajemen Pendidikan, 5(1), 148–153.
Nurrahmah, F., & Afnita, A. (2025). Scaffolding Structural Thinking in Critical Reading: A Quasi-Experimental Study on CTL-Based Liveworksheets for Popular Scientific Text. Jurnal Pendidikan Progresif, 15(4), 2652–2667. https://doi.org/10.23960/jpp.v15i4.pp2652-2667
Oktaviani, N., & Faizah, U. N. (2024). The effect of science literacy skills to contextual thinking skills on science Literacy-based learning. INSECTA: Integrative Science Education and Teaching Activity Journal, 5(1), 1–10. https://doi.org/10.21154/insecta.v5i1.8852
Pandita, A., & Kiran, R. (2023). The Technology Interface and Student Engagement Are Significant Stimuli in Sustainable Student Satisfaction. Sustainability, 15(10), 7923. https://doi.org/10.3390/su15107923
Pratiwi, D., Sudarmin, S., & Yamtinah, S. (2025). Assessing Students’ Numeracy Literacy Level using The Ethnoscience-SSI Integrated Test on Acid-Base Material. Jurnal Inovasi Pendidikan IPA, 11(1), 323–334. https://doi.org/10.21831/jipi.v11i1.77709
Rahmawati, W., & Alimah, S. (2022). E-LKPD Based on Problem Solving as Innovative Teaching Materials to Improve the Ability to Analyze and Data Presentation on Plant Tissue. Journal of Biology Education, 11(1), 31–39. https://doi.org/10.15294/jbe.v11i1.47380
Rahmayani, R. D., & Atmazaki, A. (2025). Development of interactive E-LKPD based on live-worksheets for reading and viewing skills. Al-Ishlah: Jurnal Pendidikan, 17(1), 73–89. https://doi.org/10.35445/alishlah.v17i1.6451
Ramli, R., Razali, R., Gadeng, A. N., Diana, N., & Hariadi, J. (2025). Integrating Local Knowledge into Higher Education: A Qualitative Study of Curriculum Innovation in Aceh, Indonesia. In Education Sciences (Vol. 15, Nomor 9, hal. 1214). https://doi.org/10.3390/educsci15091214
Rashed, R. Q., Abubakar, A. A., Madani, O., & Al-Mamary, Y. H. (2025). Enhancing Student Engagement and Motivation for Sustainable Education: The Role of Internship and Institutional Support. Sustainability, 17(12), 5291. https://doi.org/10.3390/su17125291
Roy, G., Sikder, S., & Danaia, L. (2025). Adopting scientific literacy in early years from empirical studies on formal education: a systematic review of the literature. International Journal of STEM Education, 12(1), 26. https://doi.org/10.1186/s40594-025-00547-1
Sari, F. P., Maryati, M., & Wilujeng, I. (2023). Ethnoscience Studies Analysis and Their Integration in Science Learning: Literature Review. Jurnal Penelitian Pendidikan IPA, 9(3), 1135–1142. https://doi.org/10.29303/jppipa.v9i3.2044
Sihombing, R. A., Anwar, S., Liu, S.-Y., Muslim, M., Winarno, N., & Sihombing, P. J. (2025). Integrating local wisdom into environmental education: A systematic review of ethnoscience research in Indonesia. Journal of Natural Science and Integration, 8(1), 57–74. https://doi.org/10.24014/jnsi.v8i1.35762
Soubra, L., Al-Ghouti, M. A., Abu-Dieyeh, M., Crovella, S., & Abou-Saleh, H. (2022). Impacts on Student Learning and Skills and Implementation Challenges of Two Student-Centered Learning Methods Applied in Online Education. Sustainability, 14(15), 9625. https://doi.org/10.3390/su14159625
Sparks, R. A., Jimenez, P. C., Kirby, C. K., & Dauer, J. M. (2022). Using Critical Integrative Argumentation to Assess Socioscientific Argumentation across Decision-Making Contexts. Education Sciences, 12(10), 644. https://doi.org/10.3390/educsci12100644
Strachan, A., & Markwick, A. (2025). Using a scoping review to inform a planetary-conscious pedagogical approach to primary science education. Research in Science Education, 55(4), 817–871. https://doi.org/10.1007/s11165-025-10280-y
Sudarmin, S., Handayani, L., Sarwi, S., Hardianti, R. D., Eralita, N., Sumarni, W., & Hutagalung, F. D. (2024). Development of Innovative Ethno-Vlog Media Based on Ethno-STEM to Equip Students’ Creativity and Realize UNNES Conservation Vision. Journal of Innovation in Educational and Cultural Research, 5(3), 529–539. https://doi.org/10.46843/jiecr.v5i3.1749
Sudirman, S., Sutikno, S., Indriyanti, D. R., Sumarni, W., & Rahayuningsi, M. (2025). Integration of Ethnoscience in Natural Science learning: Literacy Study. Jurnal Penelitian Pendidikan IPA, 11(6), 68–77. https://doi.org/10.29303/jppipa.v11i6.9980
Tasquier, G., Knain, E., & Jornet, A. (2022). Scientific Literacies for Change Making: Equipping the Young to Tackle Current Societal Challenges. Frontiers in Education, Volume 7-. https://doi.org/10.3389/feduc.2022.689329
Vale, I., & Barbosa, A. (2023). Active learning strategies for an effective mathematics teaching and learning. European Journal of Science and Mathematics Education, 11(3), 573–588. https://doi.org/10.30935/scimath/13135
Yani, L. P., & Widiyatmoko, A. (2023). The Effectiveness of the PhET-Assisted Creative Problem-Solving Model on Students’ Creative Thinking Abilities and Cognitive Learning Outcomes. Jurnal Inovasi Pendidikan IPA, 9(2), 146–156. https://doi.org/10.21831/jipi.v9i2.45902
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Farid Fadhlu Rohman, Wiyanto, Sudarmin, Novi Ratna Dewi
This work is licensed under a Creative Commons Attribution 4.0 International License.
