Teachers’ Perspectives on Ethnoscience-Based Chemistry Learning: Challenges and Opportunities in Senior High Schools

Catur Fathonah Djarwo; Alex A Lepa

doi:10.59890/ijeps.v4i1.307

Authors

Catur Fathonah Djarwo Cenderawasih University
Alex A Lepa Cenderawasih University

DOI:

https://doi.org/10.59890/ijeps.v4i1.307

Keywords:

Ethnoscience, Chemistry Education, Teacher Perspectives, Local Wisdom, Culturally Responsive Learning

Abstract

Ethnoscience integrates modern scientific knowledge with indigenous and local wisdom to enhance the contextual relevance of science learning. Despite its potential, empirical studies focusing on teachers’ perspectives on ethnoscience implementation in chemistry education remain limited. This study aims to analyze the challenges and opportunities faced by senior high school chemistry teachers in implementing an ethnoscience-based approach. A descriptive qualitative design was employed, involving in-depth interviews, classroom observations, and document analysis of lesson plans and instructional materials. The findings reveal pedagogical, institutional, and contextual factors that influence the successful integration of ethnoscience in chemistry classrooms. This study contributes to the discourse on culturally responsive chemistry education and offers practical insights for developing adaptive teaching strategies aligned with local contexts and Indonesia’s Merdeka Belajar (Independent Learning) policy.

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