Bridging culture and chemistry: Implementing ethnochemistry to enhance chemical literacy of Indonesian high school students

Achmad Ridwan; Yuli Rahmawati; Alin Mardiah

doi:10.31893/multiscience.2025530

Keywords:

Abstract

This study investigated the efficacy of ethnochemistry in enhancing chemical literacy among Indonesian secondary students. A mini-ethnographic inquiry was conducted across four schools, involving 148 students in grades 10–12. The data-gathering methods employed in this study encompassed reflective journals, semistructured interviews, classroom observations, and chemical literacy tests. The process of implementing ethnochemistry involved five distinct stages: self-identification, content integration, collaboration, dialog, and reflection. The findings demonstrate that the incorporation of ethnochemistry substantially positively impacts students' comprehension of five aspects of chemical literacy: general scientific ideas, characteristics of chemistry, chemistry in context, higher-order learning skills, and affective aspects. By establishing a tangible connection between abstract chemical principles and the familiar cultural settings of students, ethnochemistry facilitated a more profound understanding and appreciation for the subject matter, significantly enhanced student involvement in learning activities, and cultivated the development of critical thinking and problem-solving skills. Students exhibited enhanced problem-solving abilities by analyzing chemical interactions within their own cultural contexts, demonstrating a deeper understanding of the practical applications of chemistry. In addition, the implementation of ethnochemistry positively impacts students' affective aspects. They demonstrated heightened drive, increased curiosity about chemical phenomena, and a feeling of ownership and agency toward their study of chemistry. The case studies, focusing on student analyses of chemical compounds in cultural goods, showed that students can critically analyze these compounds, understand their potential health impacts, and even suggest safer alternatives. These findings indicating that they have developed a more comprehensive grasp of chemistry that effectively combines cognitive knowledge with emotional involvement and cultural awareness. This study suggests that ethnochemistry has the potential to transform chemistry education by making it more relevant, engaging, and culturally responsive.
References
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2. Ajayi, V., Achor, E., & Agogo, P. (2017). Use of ethnochemistry teaching approach and achievement and retention of senior secondary students in standard mixture separation techniques. International Center for Science, Humanities, and Education Research Journal, 3(1), 21–30.
3. Avargil, S., & Piorko, R. (2022). High school students’ understanding of molecular representations in a context-based multi-model chemistry learning approach. International Journal of Science Education, 44(11), 1738–1766. https://doi.org/10.1080/09500693.2022.2095679
4. Broman, K., & Parchmann, I. (2014). Students’ application of chemical concepts when solving chemistry problems in different contexts. Chemistry Education Research and Practice, 15(4), 516–529. https://doi.org/10.1039/C4RP00051J
5. Chibuye, B., & Singh, I. S. (2024). Integration of local knowledge in the secondary school chemistry curriculum—A few examples of ethno-chemistry from Zambia. Heliyon, 10(7), e29174. https://doi.org/10.1016/j.heliyon.2024.e29174
6. Cigdemoglu, C., & Geban, O. (2015). Improving students’ chemical literacy levels on thermochemical and thermodynamics concepts through a context-based approach. Chemistry Education Research and Practice, 16(2), 302–317. https://doi.org/10.1039/C5RP00007F
7. Comeaux, E., Grummert, S. E., & Mireles, D. C. (2023). A critical review of the literature on cultural competency in student affairs: Toward transformative cultural responsiveness. Journal of Diversity in Higher Education, 16(5), 563–574. https://doi.org/10.1037/dhe0000363
8. de Beer, J. (2020). Indigenous knowledge in the life sciences classroom. In I. C. Chahine & J. de Beer (Eds.), Evidence-based inquiries in ethno-STEM research: Investigations in knowledge systems across disciplines and transcultural settings. Information Age Publishing, Inc.
9. Druker-Ibáñez, S., & Cáceres-Jensen, L. (2022). Integration of indigenous and local knowledge into sustainability education: A systematic literature review. Environmental Education Research, 28(8), 1209–1236. https://doi.org/10.1080/13504622.2022.2083081
10. Fusch, P. I., Fusch, G. E., & Ness, L. R. (2017). How to conduct a mini-ethnographic case study: A guide for novice researchers. The Qualitative Report, 22(3), 923–941. https://doi.org/10.46743/2160-3715/2017.2580
11. García Franco, A., Ferrara Reyes, L., & Gómez Galindo, A. A. (2022). Culturally relevant science education and critical thinking in indigenous people: Bridging the gap between community and school science. In Critical thinking in biology and environmental education: Contributions from biology education research (pp. 55–72). Springer. https://doi.org/10.1007/978-3-030-92006-7_4
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14. Hewson, M. G. (2015). Integrating indigenous knowledge with science teaching. In Embracing indigenous knowledge in science and medical teaching (pp. 119–131). https://doi.org/10.1007/978-94-017-9300-1_9
15. Ibrahim, A. R., Suharman, A., & Sari, D. (2021). Bahan ajar kimia pangan konstruktivisme 5 fhase Needam. Bening Media Publishing.
16. Kaya, V. H., & Elster, D. (2019). A critical consideration of environmental literacy: Concepts, contexts, and competencies. Sustainability, 11(6), 1581. https://doi.org/10.3390/su11061581
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18. King, D. (2012). New perspectives on context-based chemistry education: Using a dialectical sociocultural approach to view teaching and learning. Studies in Science Education, 48(1), 51–87. https://doi.org/10.1080/03057267.2012.655037
19. King, D., Bellocchi, A., & Ritchie, S. M. (2008). Making connections: Learning and teaching chemistry in context. Research in Science Education, 38(3), 365–384. https://doi.org/10.1007/s11165-007-9070-9
20. Kohen, Z., Herscovitz, O., & Dori, Y. J. (2020). How to promote chemical literacy? Online question posing and communicating with scientists. Chemistry Education Research and Practice, 21(1), 250–266. https://doi.org/10.1039/C9RP00134D
21. Miles, M., & Huberman, A. (1994). Qualitative analysis: An expanded sourcebook (2nd ed.). SAGE.
22. Najid, A. A., Rahmawati, Y., & Yusmaniar. (2021). Developing students’ attitudes towards chemistry learning through culturally responsive transformative teaching (CRTT). AIP Conference Proceedings, 040036. https://doi.org/10.1063/5.0041989
23. Nieswandt, M. (2007). Student affect and conceptual understanding in learning chemistry. Journal of Research in Science Teaching, 44(7), 908–937. https://doi.org/10.1002/tea.20169
24. OECD. (2023). PISA 2022 results. Organisation for Economic Cooperation and Development (OECD).
25. Oladejo, A. I., Okebukola, P. A., Olateju, T. T., Akinola, V. O., Ebisin, A., & Dansu, T. V. (2022). In search of culturally responsive tools for meaningful learning of chemistry in Africa: We stumbled on the culturo-techno-contextual approach. Journal of Chemical Education, 99(8), 2919–2931. https://doi.org/10.1021/acs.jchemed.2c00126
26. Overman, M., Vermunt, J. D., Meijer, P. C., Bulte, A. M. W., & Brekelmans, M. (2014). Students’ perceptions of teaching in context-based and traditional chemistry classrooms: Comparing content, learning activities, and interpersonal perspectives. International Journal of Science Education, 36(11), 1871–1901. https://doi.org/10.1080/09500693.2013.880004
27. Parchmann, I., Gräsel, C., Baer, A., Nentwig, P., Demuth, R., & Ralle, B. (2006). “Chemie im Kontext”: A symbiotic implementation of a context‐based teaching and learning approach. International Journal of Science Education, 28(9), 1041–1062. https://doi.org/10.1080/09500690600702512
28. Puk, T., & Stibbards, A. (2011). Growth in ecological concept development and conceptual understanding in teacher education: The discerning teacher. International Journal of Environmental & Science Education, 8(3), xx–xx. http://www.ijese.com/
29. Rahayu, S. (2019). Socio-scientific issues (SSI) in chemistry education: Enhancing both students’ chemical literacy & transferable skills. Journal of Physics: Conference Series, 1227(1), 012008. https://doi.org/10.1088/1742-6596/1227/1/012008
30. Rahmawati, Y., Ridwan, A., Mardiah, A., & Afrizal. (2020). Students’ chemical literacy development through STEAM integrated with dilemmas stories on acid and base topics. Journal of Physics: Conference Series, 1521(4), 042076. https://doi.org/10.1088/1742-6596/1521/4/042076
31. Rahmawati, Y., Ridwan, A., Rahman, A., & Kurniadewi, F. (2019). Chemistry students’ identity empowerment through ethnochemistry in culturally responsive transformative teaching (CRTT). Journal of Physics: Conference Series, 1156, 012032. https://doi.org/10.1088/1742-6596/1156/1/012032
32. Rahmawati, Y., Mardiah, A., Taylor, E., Taylor, P. C., & Ridwan, A. (2023). Chemistry learning through culturally responsive transformative teaching (CRTT): Educating Indonesian high school students for cultural sustainability. Sustainability, 15(8), 6925. https://doi.org/10.3390/su15086925
33. Rahmawati, Y., & Ridwan, A. (2017). Empowering students’ chemistry learning: The integration of ethnochemistry in culturally responsive teaching. Chemistry: Bulgarian Journal of Science Education, 26(6), 813–830.
34. 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, 040021. https://doi.org/10.1063/5.0041918
35. Rahmawati, Y., Ridwan, A., Cahyana, U., & Febriana, D. (2020). The integration of culturally responsive transformative teaching to enhance student cultural identity in the chemistry classroom. Universal Journal of Educational Research, 8(2), 468–476. https://doi.org/10.13189/ujer.2020.080218
36. Rahmawati, Y., Ridwan, A., & Nurbaity. (2017). Should we learn culture in chemistry classroom? Integration of ethnochemistry in culturally responsive teaching. AIP Conference Proceedings, 030009. https://doi.org/10.1063/1.4995108
37. Roberts, L. W., Keller, C. R., & Welsh, M. E. (2022). Spark: Students describe curiosity and passion for learning. Portal: Libraries and the Academy, 22(3), 613–630. https://doi.org/10.1353/pla.2022.0028
38. Roth, W., Lee, Y., & Hsu, P. (2009). A tool for changing the world: Possibilities of cultural-historical activity theory to reinvigorate science education. Studies in Science Education, 45(2), 131–167. https://doi.org/10.1080/03057260903142269
39. Russell, T., & Martin, A. K. (2023). Learning to teach science. In N. G. Lederman, D. L. Zeidler, & J. S. Lederman (Eds.), Handbook of research on science education. Routledge.
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41. Singh, I. S., & Chibuye, B. (2016). Effect of ethnochemistry practices on secondary school students’ attitude towards chemistry. Journal of Education and Practice, 7(17), 44–56. http://libproxy.library.wmich.edu/login?url=https://search.proquest.com/docview/1826544371?accountid=15099
42. Taber, K. (2002). Chemical misconceptions: Prevention, diagnosis, and cure. Royal Society of Chemistry.
43. Taber, K. S. (2015). Epistemic relevance and learning chemistry in an academic context. In Relevant chemistry education: From theory to practice (pp. 79–100). https://doi.org/10.1007/978-94-6300-175-5_5
44. Taylor, P. C., & Luitel, B. C. (2019). Research as transformative learning for sustainable futures: Glocal voices and visions. Brill-Sense.
45. Tegegne, T. A., & Kelkay, A. D. (2023). Comparative study of using 5E learning cycle and the traditional teaching method in chemistry to improve student understanding of water concept: The case of primary school. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2199634
46. Valladares, L. (2021). Scientific literacy and social transformation. Science & Education, 30(3), 557–587. https://doi.org/10.1007/s11191-021-00205-2
47. van Dulmen, T. H. H., Visser, T. C., Pepin, B., & McKenney, S. (2023). Teacher and student engagement when using learning materials based on the context of cutting-edge chemistry research. Research in Science & Technological Education, 41(4), 1617–1638. https://doi.org/10.1080/02635143.2022.2070147
48. Wahyudiati, D. (2022). Exploring chemistry education students’ critical thinking skills and ethnochemistry-based learning experiences based on gender. Journal of Xi’an Shiyou University, Natural Science Edition, 18(4), 109–113. https://www.xisdxjxsu.asia/V18I04-11.pdf
49. Winarno, F. (2004). Kimia pangan dan gizi. Gramedia Pustaka Utama.
50. Wu, H. (2003). Linking the microscopic view of chemistry to real-life experiences: Intertextuality in a high-school science classroom. Science Education, 87(6), 868–891. https://doi.org/10.1002/sce.10090
51. Zidny, R., & Eilks, I. (2020). Integrating perspectives from indigenous knowledge and Western science in secondary and higher chemistry learning to contribute to sustainability education. Sustainable Chemistry and Pharmacy, 16, 100229. https://doi.org/10.1016/j.scp.2020.100229
52. Zidny, R., & Eilks, I. (2022). Learning about pesticide use adapted from ethnoscience as a contribution to green and sustainable chemistry education. Education Sciences, 12(4), 227. https://doi.org/10.3390/educsci12040227
53. Zidny, R., Solfarina, S., Aisyah, R. S. S., & Eilks, I. (2021). Exploring indigenous science to identify contents and contexts for science learning in order to promote education for sustainable development. Education Sciences, 11(3), 114. https://doi.org/10.3390/educsci11030114

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How to cite

Ridwan, A., Rahmawati, Y., & Mardiah, A. (2025). Bridging culture and chemistry: Implementing ethnochemistry to enhance chemical literacy of Indonesian high school students. Multidisciplinary Science Journal, 7(11), 2025530. https://doi.org/10.31893/multiscience.2025530

[1] Adam, H., Barratt-Pugh, C., & Haig, Y. (2019). “Portray cultures other than ours”: How children’s literature is being used to support the diversity goals of the Australian Early Years Learning Framework. The Australian Educational Researcher, 46(3), 549–563. https://doi.org/10.1007/s13384-019-00302-w

[2] Ajayi, V., Achor, E., & Agogo, P. (2017). Use of ethnochemistry teaching approach and achievement and retention of senior secondary students in standard mixture separation techniques. International Center for Science, Humanities, and Education Research Journal, 3(1), 21–30.

[3] Avargil, S., & Piorko, R. (2022). High school students’ understanding of molecular representations in a context-based multi-model chemistry learning approach. International Journal of Science Education, 44(11), 1738–1766. https://doi.org/10.1080/09500693.2022.2095679

[4] Broman, K., & Parchmann, I. (2014). Students’ application of chemical concepts when solving chemistry problems in different contexts. Chemistry Education Research and Practice, 15(4), 516–529. https://doi.org/10.1039/C4RP00051J

[5] Chibuye, B., & Singh, I. S. (2024). Integration of local knowledge in the secondary school chemistry curriculum—A few examples of ethno-chemistry from Zambia. Heliyon, 10(7), e29174. https://doi.org/10.1016/j.heliyon.2024.e29174

[6] Cigdemoglu, C., & Geban, O. (2015). Improving students’ chemical literacy levels on thermochemical and thermodynamics concepts through a context-based approach. Chemistry Education Research and Practice, 16(2), 302–317. https://doi.org/10.1039/C5RP00007F

[7] Comeaux, E., Grummert, S. E., & Mireles, D. C. (2023). A critical review of the literature on cultural competency in student affairs: Toward transformative cultural responsiveness. Journal of Diversity in Higher Education, 16(5), 563–574. https://doi.org/10.1037/dhe0000363

[8] de Beer, J. (2020). Indigenous knowledge in the life sciences classroom. In I. C. Chahine & J. de Beer (Eds.), Evidence-based inquiries in ethno-STEM research: Investigations in knowledge systems across disciplines and transcultural settings. Information Age Publishing, Inc.

[9] Druker-Ibáñez, S., & Cáceres-Jensen, L. (2022). Integration of indigenous and local knowledge into sustainability education: A systematic literature review. Environmental Education Research, 28(8), 1209–1236. https://doi.org/10.1080/13504622.2022.2083081

[10] Fusch, P. I., Fusch, G. E., & Ness, L. R. (2017). How to conduct a mini-ethnographic case study: A guide for novice researchers. The Qualitative Report, 22(3), 923–941. https://doi.org/10.46743/2160-3715/2017.2580

[11] García Franco, A., Ferrara Reyes, L., & Gómez Galindo, A. A. (2022). Culturally relevant science education and critical thinking in indigenous people: Bridging the gap between community and school science. In Critical thinking in biology and environmental education: Contributions from biology education research (pp. 55–72). Springer. https://doi.org/10.1007/978-3-030-92006-7_4

[12] Guba, E. G., & Lincoln, Y. (1989). Fourth generation evaluation. SAGE Publications.

[13] 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

[14] Hewson, M. G. (2015). Integrating indigenous knowledge with science teaching. In Embracing indigenous knowledge in science and medical teaching (pp. 119–131). https://doi.org/10.1007/978-94-017-9300-1_9

[15] Ibrahim, A. R., Suharman, A., & Sari, D. (2021). Bahan ajar kimia pangan konstruktivisme 5 fhase Needam. Bening Media Publishing.

[16] Kaya, V. H., & Elster, D. (2019). A critical consideration of environmental literacy: Concepts, contexts, and competencies. Sustainability, 11(6), 1581. https://doi.org/10.3390/su11061581

[17] Kell, M., & Kell, P. (2014). Global testing: PISA, TIMSS, and PIRLS. In Literacy and language in East Asia (pp. 33–49). Springer Singapore. https://doi.org/10.1007/978-981-4451-30-7_5

[18] King, D. (2012). New perspectives on context-based chemistry education: Using a dialectical sociocultural approach to view teaching and learning. Studies in Science Education, 48(1), 51–87. https://doi.org/10.1080/03057267.2012.655037

[19] King, D., Bellocchi, A., & Ritchie, S. M. (2008). Making connections: Learning and teaching chemistry in context. Research in Science Education, 38(3), 365–384. https://doi.org/10.1007/s11165-007-9070-9

[20] Kohen, Z., Herscovitz, O., & Dori, Y. J. (2020). How to promote chemical literacy? Online question posing and communicating with scientists. Chemistry Education Research and Practice, 21(1), 250–266. https://doi.org/10.1039/C9RP00134D

[21] Miles, M., & Huberman, A. (1994). Qualitative analysis: An expanded sourcebook (2nd ed.). SAGE.

[22] Najid, A. A., Rahmawati, Y., & Yusmaniar. (2021). Developing students’ attitudes towards chemistry learning through culturally responsive transformative teaching (CRTT). AIP Conference Proceedings, 040036. https://doi.org/10.1063/5.0041989

[23] Nieswandt, M. (2007). Student affect and conceptual understanding in learning chemistry. Journal of Research in Science Teaching, 44(7), 908–937. https://doi.org/10.1002/tea.20169

[24] OECD. (2023). PISA 2022 results. Organisation for Economic Cooperation and Development (OECD).

[25] Oladejo, A. I., Okebukola, P. A., Olateju, T. T., Akinola, V. O., Ebisin, A., & Dansu, T. V. (2022). In search of culturally responsive tools for meaningful learning of chemistry in Africa: We stumbled on the culturo-techno-contextual approach. Journal of Chemical Education, 99(8), 2919–2931. https://doi.org/10.1021/acs.jchemed.2c00126

[26] Overman, M., Vermunt, J. D., Meijer, P. C., Bulte, A. M. W., & Brekelmans, M. (2014). Students’ perceptions of teaching in context-based and traditional chemistry classrooms: Comparing content, learning activities, and interpersonal perspectives. International Journal of Science Education, 36(11), 1871–1901. https://doi.org/10.1080/09500693.2013.880004

[27] Parchmann, I., Gräsel, C., Baer, A., Nentwig, P., Demuth, R., & Ralle, B. (2006). “Chemie im Kontext”: A symbiotic implementation of a context‐based teaching and learning approach. International Journal of Science Education, 28(9), 1041–1062. https://doi.org/10.1080/09500690600702512

[28] Puk, T., & Stibbards, A. (2011). Growth in ecological concept development and conceptual understanding in teacher education: The discerning teacher. International Journal of Environmental & Science Education, 8(3), xx–xx. http://www.ijese.com/

[29] Rahayu, S. (2019). Socio-scientific issues (SSI) in chemistry education: Enhancing both students’ chemical literacy & transferable skills. Journal of Physics: Conference Series, 1227(1), 012008. https://doi.org/10.1088/1742-6596/1227/1/012008

[30] Rahmawati, Y., Ridwan, A., Mardiah, A., & Afrizal. (2020). Students’ chemical literacy development through STEAM integrated with dilemmas stories on acid and base topics. Journal of Physics: Conference Series, 1521(4), 042076. https://doi.org/10.1088/1742-6596/1521/4/042076

[31] Rahmawati, Y., Ridwan, A., Rahman, A., & Kurniadewi, F. (2019). Chemistry students’ identity empowerment through ethnochemistry in culturally responsive transformative teaching (CRTT). Journal of Physics: Conference Series, 1156, 012032. https://doi.org/10.1088/1742-6596/1156/1/012032

[32] Rahmawati, Y., Mardiah, A., Taylor, E., Taylor, P. C., & Ridwan, A. (2023). Chemistry learning through culturally responsive transformative teaching (CRTT): Educating Indonesian high school students for cultural sustainability. Sustainability, 15(8), 6925. https://doi.org/10.3390/su15086925

[33] Rahmawati, Y., & Ridwan, A. (2017). Empowering students’ chemistry learning: The integration of ethnochemistry in culturally responsive teaching. Chemistry: Bulgarian Journal of Science Education, 26(6), 813–830.

[34] 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, 040021. https://doi.org/10.1063/5.0041918

[35] Rahmawati, Y., Ridwan, A., Cahyana, U., & Febriana, D. (2020). The integration of culturally responsive transformative teaching to enhance student cultural identity in the chemistry classroom. Universal Journal of Educational Research, 8(2), 468–476. https://doi.org/10.13189/ujer.2020.080218

[36] Rahmawati, Y., Ridwan, A., & Nurbaity. (2017). Should we learn culture in chemistry classroom? Integration of ethnochemistry in culturally responsive teaching. AIP Conference Proceedings, 030009. https://doi.org/10.1063/1.4995108

[37] Roberts, L. W., Keller, C. R., & Welsh, M. E. (2022). Spark: Students describe curiosity and passion for learning. Portal: Libraries and the Academy, 22(3), 613–630. https://doi.org/10.1353/pla.2022.0028

[38] Roth, W., Lee, Y., & Hsu, P. (2009). A tool for changing the world: Possibilities of cultural-historical activity theory to reinvigorate science education. Studies in Science Education, 45(2), 131–167. https://doi.org/10.1080/03057260903142269

[39] Russell, T., & Martin, A. K. (2023). Learning to teach science. In N. G. Lederman, D. L. Zeidler, & J. S. Lederman (Eds.), Handbook of research on science education. Routledge.

[40] Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006). The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students. Chemistry Education Research and Practice, 7(4), 203–225. https://doi.org/10.1039/B6RP90011A

[41] Singh, I. S., & Chibuye, B. (2016). Effect of ethnochemistry practices on secondary school students’ attitude towards chemistry. Journal of Education and Practice, 7(17), 44–56. http://libproxy.library.wmich.edu/login?url=https://search.proquest.com/docview/1826544371?accountid=15099

[42] Taber, K. (2002). Chemical misconceptions: Prevention, diagnosis, and cure. Royal Society of Chemistry.

[43] Taber, K. S. (2015). Epistemic relevance and learning chemistry in an academic context. In Relevant chemistry education: From theory to practice (pp. 79–100). https://doi.org/10.1007/978-94-6300-175-5_5

[44] Taylor, P. C., & Luitel, B. C. (2019). Research as transformative learning for sustainable futures: Glocal voices and visions. Brill-Sense.

[45] Tegegne, T. A., & Kelkay, A. D. (2023). Comparative study of using 5E learning cycle and the traditional teaching method in chemistry to improve student understanding of water concept: The case of primary school. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2199634

[46] Valladares, L. (2021). Scientific literacy and social transformation. Science & Education, 30(3), 557–587. https://doi.org/10.1007/s11191-021-00205-2

[47] van Dulmen, T. H. H., Visser, T. C., Pepin, B., & McKenney, S. (2023). Teacher and student engagement when using learning materials based on the context of cutting-edge chemistry research. Research in Science & Technological Education, 41(4), 1617–1638. https://doi.org/10.1080/02635143.2022.2070147

[48] Wahyudiati, D. (2022). Exploring chemistry education students’ critical thinking skills and ethnochemistry-based learning experiences based on gender. Journal of Xi’an Shiyou University, Natural Science Edition, 18(4), 109–113. https://www.xisdxjxsu.asia/V18I04-11.pdf

[49] Winarno, F. (2004). Kimia pangan dan gizi. Gramedia Pustaka Utama.

[50] Wu, H. (2003). Linking the microscopic view of chemistry to real-life experiences: Intertextuality in a high-school science classroom. Science Education, 87(6), 868–891. https://doi.org/10.1002/sce.10090

[51] Zidny, R., & Eilks, I. (2020). Integrating perspectives from indigenous knowledge and Western science in secondary and higher chemistry learning to contribute to sustainability education. Sustainable Chemistry and Pharmacy, 16, 100229. https://doi.org/10.1016/j.scp.2020.100229

[52] Zidny, R., & Eilks, I. (2022). Learning about pesticide use adapted from ethnoscience as a contribution to green and sustainable chemistry education. Education Sciences, 12(4), 227. https://doi.org/10.3390/educsci12040227

[53] Zidny, R., Solfarina, S., Aisyah, R. S. S., & Eilks, I. (2021). Exploring indigenous science to identify contents and contexts for science learning in order to promote education for sustainable development. Education Sciences, 11(3), 114. https://doi.org/10.3390/educsci11030114

Abstract

References

How to cite