Tren Terbaru dalam Penelitian Etnosains: Tinjauan dan Analisis Sistematis
Downloads
How to Cite
Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis tren terbaru dalam studi etnosains melalui pendekatan tinjauan literatur sistematis. Etnosains, sebagai sistem pengetahuan lokal yang tertanam dalam budaya masyarakat tradisional, telah mengalami transformasi signifikan dari sekadar objek antropologis menjadi pendekatan strategis dalam pendidikan, konservasi ekologi, dan dekolonisasi ilmu pengetahuan. Kajian ini menggunakan kerangka PRISMA 2020 dan mencakup 68 artikel terpilih yang dipublikasikan antara tahun 2014 hingga 2025 dari basis data Scopus. Hasil analisis menunjukkan bahwa etnosains semakin terintegrasi dalam pengembangan kurikulum sains kontekstual, penguatan karakter dan identitas budaya peserta didik, serta pembentukan kesadaran ekologis berbasis nilai-nilai lokal. Di samping itu, pendekatan ini juga menjadi medium resistensi epistemik terhadap dominasi pengetahuan Barat, dengan menempatkan pengetahuan lokal sebagai entitas ilmiah yang sah. Meski demikian, tantangan metodologis dan etis dalam penerapannya tetap perlu diperhatikan agar kedalaman nilai budaya tidak tereduksi. Kajian ini menyimpulkan bahwa etnosains memiliki kontribusi holistik terhadap transformasi pendidikan yang berakar secara lokal dan tangguh dalam menjawab tantangan global. Implikasi praktis dari studi ini diharapkan dapat menjadi landasan bagi pengembangan kebijakan pendidikan, desain kurikulum, dan model pembelajaran yang lebih adil, inklusif, dan berkelanjutan.
Recent Trends in Ethnoscience Research: A Systematic Review and Analysis
Abstract
This study aims to identify and analyze the latest trends in ethnoscience research through a systematic literature review approach. Ethnoscience, as a system of local knowledge rooted in traditional community cultures, has undergone a significant transformation from being merely an anthropological object to becoming a strategic approach in education, ecological conservation, and the decolonization of science. This review adopts the PRISMA 2020 framework and includes 68 selected articles published between 2014 and 2025 from the Scopus database. The analysis reveals that ethnoscience is increasingly integrated into the development of contextual science curricula, the strengthening of students' character and cultural identity, and the formation of ecological awareness grounded in local values. Furthermore, this approach serves as an epistemic resistance medium against the dominance of Western knowledge by positioning local knowledge as a legitimate scientific entity. Nevertheless, methodological and ethical challenges in its application must be carefully considered to avoid the reduction of cultural values. This study concludes that ethnoscience makes a holistic contribution to educational transformation that is locally rooted and resilient in addressing global challenges. The practical implications of this study are expected to serve as a foundation for developing educational policies, curriculum design, and learning models that are more equitable, inclusive, and sustainable.
Abdullah, W. (2016). The local wisdom summarized in the Javanese proverbs: A case study of the Javanese community in ex-residency of Surakarta (an ethnolinguistic study). Advanced Science Letters, 22(12), 4519–4523. Scopus. https://doi.org/10.1166/asl.2016.8208
Adam, U. A., Onowugbeda, F. U., Islami, N., & Ogolo, K. G. (2024). Testing the potency of ethnoscience instruction on biology students’ critical thinking ability. Journal of Educational Research, 117(4), 218–227. Scopus. https://doi.org/10.1080/00220671.2024.2373464
Albuquerque, U. P. (2022). What is the métier of ethnobiology or why should this science be busy? Ethnobotany Research and Applications, 24, 1–7. Scopus. https://doi.org/10.32859/era.24.9.1-7
Anamezie, R., & Gumbo, M. (2024). Integrating Ethnoscience into Optics Teaching: Impact on Students’ Retention, Engagement, and Learning Outcome. Africa Education Review, 20(5), 78–92. Scopus. https://doi.org/10.1080/18146627.2024.2403684
Ardianti, S. D., Wanabuliandari, S., Saptono, S., & Alimah, S. (2019). A needs assessment of edutainment module with ethnoscience approach oriented to the love of the country. Jurnal Pendidikan IPA Indonesia, 8(2), 153–161. Scopus. https://doi.org/10.15294/jpii.v8i2.13285
Ardianti, S. D., Wanabuliandari, S., & Tanghal, A. B. (2023). Implementation The Ethnoscience-Based Smart Module To Improve Students’ Patriotism. Jurnal Pendidikan IPA Indonesia, 12(2), 293–300. Scopus. https://doi.org/10.15294/jpii.v12i2.43789
Bachri, S., Rahman Hakiki, A. R., Wibowo, N. A., Amini, R., & Nursaribilah, E. (2024). Developing an education support system for disaster management through an ethnoscience-based digital disaster learning module. International Journal of Disaster Risk Reduction, 100. Scopus. https://doi.org/10.1016/j.ijdrr.2023.104214
Burgo Bencomo, O. B. (2021). Traditional knowledge and ethnobotany in the management of family farming. Universidad y Sociedad, 13(4), 431–438. Scopus.
Cabral, L. (2021). Embrapa and the construction of scientific heritage in Brazilian agriculture: Sowing memory. Development Policy Review, 39(5), 789–810. Scopus. https://doi.org/10.1111/dpr.12531
Dewi, C. A., Erna, M., Haris, I., & Kundera, I. N. (2021). Effect of Contextual Collaborative Learning Based Ethnoscience to Increase Student’s Scientific Literacy Ability. Journal of Turkish Science Education, 18(3), 525–541. Scopus. https://doi.org/10.36681/tused.2021.88
Dewi, C. A., Khery, Y., & Erna, M. (2019). An ethnoscience study in chemistry learning to develop scientific literacy. Jurnal Pendidikan IPA Indonesia, 8(2), 279–287. Scopus. https://doi.org/10.15294/jpii.v8i2.19261
Elizabeth, M. Z. (2024). Implementing Global Ethics In Local Context: A Study Of Religious Leaders’ Perspectives In Central Java Indonesia. Qudus International Journal of Islamic Studies, 12(2), 255–286. Scopus. https://doi.org/10.21043/qijis.v12i2.22766
Elvianasti, M., Lufri, L., Zainul, R., Festiyed, F., Diliarosta, S., Zidny, R., & Damaiana, M. A. (2023). Exploring Indigenous Knowledge of Traditional Martial Art “Silat Beksi” to Identify Contents and Contexts for Science Learning in Biology Education. Pegem Egitim ve Ogretim Dergisi, 13(2), 371–385. Scopus. https://doi.org/10.47750/pegegog.13.02.40
Fasasi, R. A. (2017). Effects of ethnoscience instruction, school location, and parental educational status on learners’ attitude towards science. International Journal of Science Education, 39(5), 548–564. Scopus. https://doi.org/10.1080/09500693.2017.1296599
Fattakhova, N. N., Kulkova, M. A., & Tuganova, S. V. (2015). Expression of deontic modality in Russian and English superstitions of anthropological orientation. Journal of Language and Literature, 6(2), 456–459. Scopus. https://doi.org/10.7813/jll.2015/6-2/89
Fibriana, F. (2017). Science integrated learning model to enhance the scientific work independence of student teacher in indigenous knowledge transformation. Jurnal Pendidikan IPA Indonesia, 6(2), 365–372. Scopus. https://doi.org/10.15294/jpii.v6i2.11276
Fitria, D., Asrizal, A., & Lufri, L. (2025). Enhancing 21st-Century Skills through Blended Problem-Based Learning with Ethnoscience Integration: A Mixed-Methods Study in Indonesian Junior High Schools. International Journal of Learning, Teaching and Educational Research, 24(1), 464–480. Scopus. https://doi.org/10.26803/ijlter.24.1.23
García-Campos, H. M. (2019). Environmental education from an intercultural approach: A glimpse into Latin America. Southern African Journal of Environmental Education, 35. Scopus. https://doi.org/10.4314/sajee.v35i1.12
Garfinkel, H. (2019). Notes on language games as a source of methods for studying the formal properties of linguistic events 1. European Journal of Social Theory, 22(2), 148–174. Scopus. https://doi.org/10.1177/1368431018824733
Hariyono, E., Rizki, I. A., Lestari, D. A., Citra, N. F., Islamiyah, A. N., & Agusty, A. I. (2023). Engklek Game Ethnoscience-Based Learning Material (Egeblm) To Improve Students’ Conceptual Understanding And Learning Motivation. Jurnal Pendidikan IPA Indonesia, 12(4), 635–647. Scopus. https://doi.org/10.15294/jpii.v12i4.43941
Harjono, A., Verawati, N. N. S. P., Gummah, S., & Prayogi, S. (2025). Integrating ethnoscience in inquiry-creative learning: A new breakthrough in enhancing critical thinking. International Journal of Evaluation and Research in Education, 14(1), 636–647. Scopus. https://doi.org/10.11591/ijere.v14i1.29259
Irfandi, I., Sudarma, T. F., Festiyed, F., Yohandri, Y., Diliarosta, S., Surahman, D., & Siregar, A. M. (2023). E-Learning and Physics Teaching Materials Based on Malay Ethnoscience on The East Coast. Jurnal Pendidikan IPA Indonesia, 12(3), 366–376. Scopus. https://doi.org/10.15294/jpii.v12i3.45442
Izzah, S. N., & Wardani, S. (2024). Evaluation of students’ environmental attitude instruments: Exploratory and confirmatory factor analysis. International Journal of Evaluation and Research in Education, 13(1), 347–354. Scopus. https://doi.org/10.11591/ijere.v13i1.25769
Jo, S.-J. (2018). Tide and time: Korean Fishermen’s traditional knowledge of Multtae in Gomso Bay. International Journal of Intangible Heritage, 13, 206–220. Scopus.
Khalid, K. A. T., & Mohamed, N. (2020). Midwives and herbal remedies: The sustainable ethnoscience. Kajian Malaysia, 38, 109–131. Scopus. https://doi.org/10.21315/KM2020.38.S1.7
Khusniati, M., Heriyanti, A. P., Aryani, N. P., Fariz, T. R., & Harjunowibowo, D. (2023). Indigenous science constructs based on Troso woven fabric local wisdom: A study in ethnoscience and ethnoecology. Journal of Turkish Science Education, 20(3), 549–566. Scopus. https://doi.org/10.36681/tused.2023.031
Kim, S. (2017). Arab culture education using a soap opera: Focus on the application of the methodology of ethnography of communication. New Educational Review, 47(1), 104–115. Scopus. https://doi.org/10.15804/tner.2017.47.1.08
Kurniawan, D. A., Salsabilah, W. S., Kurniawati, E. F., Anandari, Q. S., Perdana, R., Lumbantoruan, A., Nasih, N., Samosir, S. C., & Dewi, U. P. (2019). Ethnoscience investigation in primary schools: Impact on science learning. Universal Journal of Educational Research, 7(12), 2789–2795. Scopus. https://doi.org/10.13189/ujer.2019.071229
Kurniawan, W., & Basuki, F. R. (2024). Ethnoscience learning: How do teacher implementing to increase scientific literacy in junior high school. International Journal of Evaluation and Research in Education, 13(3), 1719–1730. Scopus. https://doi.org/10.11591/ijere.v13i3.26180
Lightner, A. D., Heckelsmiller, C., & Hagen, E. H. (2021). Ethnoscientific expertise and knowledge specialisation in 55 traditional cultures. Evolutionary Human Sciences, 3. Scopus. https://doi.org/10.1017/ehs.2021.31
Livingston, M. (2016). Qugax: An ethnoscience analysis of ancient Unangax. Arctic Anthropology, 53(2), 81–92. Scopus. https://doi.org/10.3368/aa.53.2.81
Majumdar, K., & Chatterjee, D. (2021). The cultural dimension of environment: Ethnoscientific study on Santhal community in eastern India. International Journal of Anthropology and Ethnology, 5(1). Scopus. https://doi.org/10.1186/s41257-021-00057-2
Martinelli, B. M., & Euzebio, U. (2022). Contributions of decolonial thinking about science and its praxis in the context of indigenous people and local communities. Desenvolvimento e Meio Ambiente, 60, 214–232. Scopus. https://doi.org/10.5380/dma.v60i0.78111
Matthew, J. P., Joanne, E. M., & Patrick, M. B. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews | The BMJ. RESEARCH METHODS AND REPORTING. https://doi.org/10.1136/bmj.n71
Mokrzan, M. (2014). Toward a rhetorical theory of culture. On theoretical and methodological assumptions of rhetorical anthropology. Lud, 98, 113–136. Scopus.
Moraes-Ornellas, V. S. (2020). Ecology and conservation of peccaries in traditional indigenous knowledge: An approach to Ethnoscience in education. Revista Brasileira de Meio Ambiente, 8(3), 164–175. Scopus. https://doi.org/10.5281/zenodo.3970172
Mudana, W. (2023). The effect of ethnoscience-based course review horay learning towards cultural concept understanding and science process skills of the elementary school students. Nurture, 17(2), 137–148. Scopus. https://doi.org/10.55951/nurture.v17i2.253
Munk, A. K., Olesen, A. G., & Jacomy, M. (2022). The Thick Machine: Anthropological AI between explanation and explication. Big Data and Society, 9(1). Scopus. https://doi.org/10.1177/20539517211069891
Ndaipa, C. J., Edström, K., Langa, P., & Geschwind, L. (2023). Internationalisation of the curriculum in higher education: A case from a Mozambican university. Cogent Education, 10(1). Scopus. https://doi.org/10.1080/2331186X.2023.2188773
Nisa, K., Suprapto, N., Amiruddin, M. Z., Sari, E. P. D. N., & Athiah, B. D. (2024). Ethnoscience-Quizizz test to measure problem-solving skills: A Rasch analysis. International Journal of Evaluation and Research in Education, 13(6), 4247–4255. Scopus. https://doi.org/10.11591/ijere.v13i6.28075
Nisa’, K., Suprapto, N., Shofiyah, N., & Cheng, T.-H. (2024). How does ethnoscience-students’ worksheet (ESW) influence in science learning? Journal of Education and Learning, 18(2), 403–412. Scopus. https://doi.org/10.11591/edulearn.v18i2.21178
Nurdiyana, T., & Hidayat, Y. (2024). Women’s Ethnobeauty: Exploring Socio-Cultural Practices In Women’s Body Care. Revista de Gestao Social e Ambiental, 18(7). Scopus. https://doi.org/10.24857/rgsa.v18n7-121
Orr, Y. (2016). Interspecies Semiotics and the Specter of Taboo: The Perception and Interpretation of Dogs and Rabies in Bali, Indonesia. American Anthropologist, 118(1), 67–77. Scopus. https://doi.org/10.1111/aman.12448
Pivneva, E. A. (2020). «The way toward oneself»: Ethnoscience as a new identity strategy for the Ob Ugrians. Vestnik Archeologii, Antropologii i Etnografii, 3, 184–190. Scopus. https://doi.org/10.20874/2071-0437-2020-50-3-16
Prado, H. M., & Murrieta, R. S. S. (2017). The experience of knowledge in tim ingold and the ethnosciences: Some reflections based on an ethnoecological case study. Boletim do Museu Paraense Emilio Goeldi:Ciencias Humanas, 12(3), 839–853. Scopus. https://doi.org/10.1590/1981.81222017000300010
Prayogi, S., Ahzan, S., Rokhmat, J., & Verawati, N. N. S. P. (2023). Dynamic blend of ethnoscience and inquiry in a digital learning platform (e-learning) for empowering future science educators’ critical thinking. Journal of Education and E-Learning Research, 10(4), 819–828. Scopus. https://doi.org/10.20448/jeelr.v10i4.5233
Pujiastuti, S. E., Asyhar, R., Prasetya, A. T., & Diliarosta, S. (2023). Chemistry Project-Based Learning for Secondary Metabolite Course With Ethno-Stem Approach to Improve Students’ Conservation And Entrepreneurial Character in the 21st Century. Journal of Technology and Science Education, 13(1), 393–409. Scopus. https://doi.org/10.3926/jotse.1792
Putu Verawati, N. N. S., Harjono, A., & Gummah, S. (2022). Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia. International Journal of Learning, Teaching and Educational Research, 21(9), 232–248. Scopus. https://doi.org/10.26803/ijlter.21.9.13
Rawls, A. W. (2019). Introduction to Garfinkel’s ‘Notes on Language Games’: Language events as cultural events in ‘systems of interaction.’ European Journal of Social Theory, 22(2), 133–147. Scopus. https://doi.org/10.1177/1368431018824698
Rizki, I. A., Mirsa, F. R., Islamiyah, A. N., Saputri, A. D., Ramadani, R., & Habibbulloh, M. (2025). Ethnoscience-enhanced physics virtual simulation and augmented reality with inquiry learning: Impact on students’ creativity and motivation. Thinking Skills and Creativity, 57. Scopus. https://doi.org/10.1016/j.tsc.2025.101846
Rodrigues, E., Cassas, F., Conde, B. E., Da Cruz, C., Barretto, E. H. P., Dos Santos, G., Figueira, G. M., Passero, L. F. D., Dos Santos, M. A., Gomes, M. A. S., Matta, P., Yazbek, P., Garcia, R. J. F., Braga, S., Aragaki, S., Honda, S., Sauini, T., Da Fonseca-Kruel, V. S., & Ticktin, T. (2020). Participatory ethnobotany and conservation: A methodological case study conducted with quilombola communities in Brazil’s Atlantic Forest. Journal of Ethnobiology and Ethnomedicine, 16(1). Scopus. https://doi.org/10.1186/s13002-019-0352-x
Saminan, S., Irwandi, I., Kamza, M., & Rasul, M. S. B. (2024). Acehnese Ethnoscience as An Interdisciplinary Approach in Physics Education: Innovating in the Era of Merdeka Belajar. Jurnal Ilmiah Peuradeun, 12(3), 1071–1098. Scopus. https://doi.org/10.26811/peuradeun.v12i3.1277
Sarwi, S., Cahyono, E., & Sumarni, W. (2022). Developing a Problem-Solving Essay Test Instrument (PSETI) in the Instruction of Basic Science Concepts in Ethnoscience Context. Journal of Turkish Science Education, 19(1), 37–51. Scopus. https://doi.org/10.36681/tused.2022.108
Sotero, M. C., Alves, Â. G. C., Arandas, J. K. G., & Medeiros, M. F. T. (2020). Local and scientific knowledge in the school context: Characterization and content of published works. Journal of Ethnobiology and Ethnomedicine, 16(1). Scopus. https://doi.org/10.1186/s13002-020-00373-5
Subali, B., Faizah, Z., & Sidiq, M. (2023). Indonesian national assessment support: Can RE-STEM Android app improve students’ scientific literacy skills? International Journal of Evaluation and Research in Education, 12(3), 1399–1407. Scopus. https://doi.org/10.11591/ijere.v12i3.24794
Sudarmin, S., Zahro, L., Pujiastuti, S. E., Asyhar, R., Zaenuri, Z., & Rosita, A. (2019). The development of PBL-based worksheets integrated with green chemistry and ethnoscience to improve students’ thinking skills. Jurnal Pendidikan IPA Indonesia, 8(4), 492–499. Scopus. https://doi.org/10.15294/jpii.v8i4.17546
Sumarni, W., Faizah, Z., Subali, B., & Wiyanto, W. (2020). The urgency of religious and cultural science in stem education: A meta data analysis. International Journal of Evaluation and Research in Education, 9(4), 1045–1054. Scopus. https://doi.org/10.11591/ijere.v9i4.20462
Sumarni, W., Rusilowati, A., & Susilaningsih, E. (2017). Chemical literacy of teaching candidates studying the integrated food chemistry ethnosciences course. Journal of Turkish Science Education, 14(3), 60–72. Scopus. https://doi.org/10.12973/tused.10204a
Suprapto, N., Prahani, B. K., & Cheng, T. H. (2021). Indonesian curriculum reform in policy and local wisdom: Perspectives from science education. Jurnal Pendidikan IPA Indonesia, 10(1), 69–80. Scopus. https://doi.org/10.15294/jpii.v10i1.28438
Suprapto, N., Prahani, B. K., & Deta, U. A. (2021). Research Trend on Ethnoscience through Bibliometric Analysis (2011-2020) and The Contribution of Indonesia. Library Philosophy and Practice, 2021, 1–17. Scopus.
Uchôa, R. (2024). “Savage knowledge,” ethnosciences, and the colonial ways of producing reservoirs of indigenous epistemologies in the Amazon. Journal of Social Ontology, 10(2), 1–23. Scopus. https://doi.org/10.25365/jso-2024-7693
Wahyudi, W., Verawati, N. N. S. P., Islahudin, I., & Agustina, S. (2023). Hybrid Ethno-Project Based Learning Integrated With Virtual Assistive Technology to Enhance Students’ Critical Thinking in Fundamental Physics Course. TEM Journal, 12(4), 2006–2012. Scopus. https://doi.org/10.18421/TEM124-11
Wall, J., Okan, T., Köse, C., Köse, N., & Aksoy, E. B. (2025). Unsiloed agroforestry research and policy: Livelihood and multifunction as chestnut (Castanea sativa) management priorities for Türkiye. Forest Policy and Economics, 173. Scopus. https://doi.org/10.1016/j.forpol.2025.103474
Widarti, H. R., Wiyarsi, A., Yamtinah, S., Shidiq, A. S., Sari, M. E. F., Fauziah, P. N., & Rokhim, D. A. (2025). Analysis of content development in chemical materials related to ethnoscience: A review. Journal of Education and Learning, 19(1), 422–430. Scopus. https://doi.org/10.11591/edulearn.v19i1.21210
Wiyarsi, A., Çalik, M., Priyambodo, E., & Dina, D. (2024). Indonesian Prospective Teachers’ Scientific Habits of Mind:A Cross?Grade Study in the Context of Local and Global Socio?scientific Issues. Science and Education, 33(5), 1257–1283. Scopus. https://doi.org/10.1007/s11191-023-00429-4
Yuliana, I., Cahyono, M. E., Widodo, W., & Irwanto, I. (2021). The effect of ethnoscience-themed picture books embedded within contextbased learning on students’ scientific literacy. Eurasian Journal of Educational Research, 2021(92), 317–334. Scopus. https://doi.org/10.14689/ejer.2021.92.16
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). Scopus. https://doi.org/10.3390/educsci12040227
Zidny, R., Sjöström, J., & Eilks, I. (2020). A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability. Science and Education, 29(1), 145–185. Scopus. https://doi.org/10.1007/s11191-019-00100-x
Zucker, A. (2020). The mirage of natural classifications. Critical remarks on a totem, from Aristotle to contemporary anthropology. Anthropozoologica, 55(14), 199–218. Scopus. https://doi.org/10.5252/anthropozoologica2020v55a14
Copyright (c) 2025 Sukainil Ahzan, I Gde Wawan Sudatha, I Kadek Suartama, Made Hery Santosa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Empiricism Journal agree to the following terms:
- For all articles published in Empiricism Journal, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
