Sasmita Y. Rajak, Astin Lukum, Thayban Thayban, Wiwin Rewini Kunusa, Haris Munandar
This study explored the impact of integrating ethnoscience into the Project-Based Learning (PjBL) model on students' creative thinking skills and learning motivation in the context of reaction rates. Although previous studies have examined PjBL and ethnoscience separately, limited research has explored their combined application in addressing abstract chemistry concepts. This research presents an innovative approach by incorporating local cultural practices into project-based activities, making the learning experience more engaging and relevant for students. The study utilised a quasi-experimental design with a non-equivalent control group, involving 61 students from two classes. The experimental group received instruction based on the ethnoscience-integrated PjBL model, while the control group experienced conventional teaching methods. To measure outcomes, two instruments were used: an essay test for creative thinking and a questionnaire for learning motivation, both demonstrating high reliability with Cronbach's Alpha values of 0.856 and 0.882, respectively. Pretests and post-tests were conducted across six learning sessions, with data analysed using t-tests. The results indicated that the ethnoscience-based PjBL model significantly improved both students' creative thinking skills (p = 0.003) and learning motivation (p = 0.001). This suggests that incorporating culturally relevant, project-based strategies enhances not only learning outcomes but also students' engagement with scientific content. Future studies could examine the model's application to other scientific topics and diverse educational settings. © Published under licence by IOP Publishing Ltd.
Department of Chemistry, Universitas Negeri Gorontalo, Gorontalo, Indonesia
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