Keywords:
culturally responsive teaching
constructivist learning
contextual learning
indigenous knowledge system
21-century skills

  • Abstract

    The higher-order thinking skills and scientific literacy of elementary school students are still low. One way to improve them is by implementing a problem-based learning (PBL) model integrated with ethnoscience. The purpose of this study was to examine the effectiveness of a PBL model integrated with ethnoscience in improving students' higher-order thinking skills and scientific literacy. A quasi experimental pretest-posttest control group design was used, with 115 elementary school students participating in the study. Students were divided into two groups, with one group being taught using the PBL model integrated with ethnoscience and the other group using a conventional model as a comparison.Data were collected using a researcher-developed test that was validated by experts. Data were analyzed using the N-Gain score and MANOVA. Pillai’s Trace assessed multiple outcomes due to heterogeneity of variance-covariance matrices. The Welch test evaluated model effectiveness for higher-order thinking skills because variance homogeneity was unmet. For scientific literacy, a one-way ANOVA was used as all assumptions held. The criterion for accepting the hypothesis was set at a p-value (Sig.) of less than 0.05. The results showed that the N-Gain score for higher-order thinking skills was 0.41, categorized as moderate, and the N-Gain score for students’ scientific literacy was 0.5, also in the moderate category. This suggests that the PBL model integrated with ethnoscience moderately enhances elementary students' higher-order thinking and scientific literacy. This finding was further supported by the p-value obtained in the analysis of the Pillai’s Trace test, Welch’s test, and one-way ANOVA were all 0.000, which is less than 0.05. Consequently, this study recommends the integrated ethnoscience to PBL model as an alternative approach for elementary school teachers to enhance students’ higher-order thinking skills and scientific literacy.

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Mukti, H., Arnyana, I. B. P., Suma, K., & Margunayasa, I. G. (2025). The effectiveness of problem-based learning (PBL) model integrated with ethnoscience in improving students’ higher-order thinking skills and scientific literacy. Multidisciplinary Science Journal, 8(6), 2026355. https://doi.org/10.31893/multiscience.2026355
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