Enhancing 21st-Century Skills through Blended Problem-Based Learning with Ethnoscience Integration: A Mixed-Methods Study in Indonesian Junior High Schools

Dinelti Fitria, Asrizal Asrizal, Lufri Lufri

Abstract


Integrating 21st-century skills into science education remains challenging in Indonesia, particularly in bridging modern pedagogical approaches with culturally relevant learning experiences. This study aimed to develop, implement, and evaluate a Blended Problem-Based Learning model incorporating ethnoscience for junior high school science education in Indonesia, focusing on its validity, practicality, and effectiveness in improving students' critical thinking, communication, and creativity skills. Using a mixed-methods research design, the study employed the Plomp’s framework for model development. Participants included 120 eighth-grade students and 9 science teachers from three schools representing urban, suburban, and rural settings. Data collection involved expert validation, classroom observations, teacher interviews, student focus groups, and pre-post assessments of 21st-century skills. The model demonstrated high validity (M = 4.72/5.0) across content alignment, instructional design, cultural relevance, and technological accessibility. Practicality assessment showed strong feasibility (M = 4.65/5.0) in classroom implementation. Significant improvements were observed in critical thinking (?M = 16.35, d = 1.47), communication (?M = 15.05, d = 1.35), and creativity (?M = 16.50, d = 1.43). The integration of ethnoscience particularly enhanced student engagement and cultural appreciation while supporting academic achievement. This study provides empirical evidence for the effectiveness of culturally responsive Blended?Learning approaches in developing 21st?century skills and offers practical insights for educators and policymakers in implementing innovative pedagogical strategies within diverse educational contexts.

https://doi.org/10.26803/ijlter.24.1.23


Keywords


Blended Problem-Based Learning; ethnoscience integration; 21st-century skills; cultural-responsive teaching; Merdeka Curriculum

Full Text:

PDF

References


Alblooshi, E. (2021). Teaching 21st century skills in a bichronous learning environment. The Asian ESP Journal, 17(4), 58-77. Retrieved from https://www.asian-esp-journal.com/volume-17-issue-4-may-2021/

Amin, B., Jamna, J., & Huda, A. (2020). Needs analysis of gasoline engine learning based on competency problem-based learning (CPBL). Systematic Reviews in Pharmacy, 11(12), 585-592. https://doi.org/10.31838/SRP.2020.12.94

Amrullah, J. D. R., Prasetya, F. B., Rahma, A. S., Setyorini, A. D., Salsabila, A. N., & Nuraisyah, V. (2024). Efektivitas peran kurikulum merdeka terhadap tantangan revolusi industri 4.0 bagi generasi alpha. Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 4(4), 1313-1328. https://doi.org/10.53299/jppi.v4i4.754

Anane, S. I. M. O. N. (2023). Impact of ethnoscience–enriched instruction on attitude, retention and academic performance in Junior High School integrated Science at Sefwi Wiawso Municipality (Doctoral dissertation, University of Education, Winneba).

Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20(6), 481–486. https://doi.org/10.1111/j.1365-2923.1986.tb01386.x

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). Sage.

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.

Dewey, J. (1986, September). Experience and education. In the educational forum (Vol. 50, No. 3, pp. 241-252). Taylor & Francis Group.

El-Yazidi, R., & Rijal, K. (2024). Science learning in the context of 'indigenous knowledge' for sustainable development. International Journal of Ethnoscience and Technology in Education, 1(1), 28-41. https://doi.org/10.33394/ijete.v1i1.10880

Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight assessment, 1(1), 1-23.

Fitria, D., Asrizal, A., Dhanil, M., & Lufri, L. (2024). Impact of blended problem-based learning on students' 21st century skills on science learning: A meta-analysis. International Journal of Education in Mathematics, Science and Technology, 12(4), 1032-1052. https://doi.org/10.46328/ijemst.4080

Fogarty, R. (1991). Ten ways to integrate curriculum. Educational leadership, 49(2), 61-65.

Giancola, M., Palmiero, M., & D’Amico, S. (2024). Reappraise and be mindful! The key role of cognitive reappraisal and mindfulness in the association between openness to experience and divergent thinking. Journal of Cognitive Psychology, 36(7), 834-843. https://doi.org/10.1080/20445911.2024.2399403

Hamsiah, H. (2023). Penerapan blended learning untuk mengatasi kejenuhan pebelajar dalam pembelajaran bahasa arab kelas XI MAN 2 Parepare (Doctoral dissertation, IAIN Pare pare).

Handayani, A. F., Masyitoh, I. S., & Wahab, A. A. (2023). Check for updates implementing blended learning in civics education in forming 21st century skills. In Proceedings of the 4th Annual Civic Education Conference (ACEC 2022) (p. 30). Springer Nature.

Handrianto, C., Jusoh, A. J., Rashid, N. A., Imami, M. K. W., Wahab, S., Rahman, M. A., & Kenedi, A. K. (2023). Validating and testing the teacher self-efficacy (TSE) scale in drug education among secondary school teachers. International Journal of Learning, Teaching and Educational Research, 22(6), 45-58. https://doi.org/10.26803/ijlter.22.6.3

Hasanah, S. U., Parno, P., Hidayat, A., Supriana, E., Yuliati, L., Latifah, E., & Ali, M. (2023, January). Building students' creative thinking ability through STEM integrated project-based learning with formative assessment on thermodynamics topics. In AIP Conference Proceedings (Vol. 2569, No. 1). AIP Publishing.

Ihsani, T. S. (2024). Pengembangan game smart jumping berbasis mobile learning Untuk meningkatkan hasil belajar siswa kelas viii di SMP Islam Walisongo (Doctoral dissertation, UIN KH Abdurrahman Wahid Pekalongan).

Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127–140. https://doi.org/10.1080/21532974.2013.10784716

Kusumawardani, W., & Aminatun, T. (2024). PBL in blended learning design to increase critical thinking and problem-solving skills. Jurnal Penelitian Pendidikan IPA, 10(6), 3303-3308. https://doi.org/10.29303/jppipa.v10i6.7052

Murray, S., Liang, N., Brosowsky, N., & Seli, P. (2024). What are the benefits of mind wandering to creativity?. Psychology of Aesthetics, Creativity, and the Arts, 18(3), 403.

Nada, E. I., & Alkhawa, N. (2024). meningkatkan kesiapan guru dalam era kurikulum merdeka: Strategi dan implementasi penilaian autentik terintegrasi ketrampilan abad 21.

Ningsih, T., Mawardi, K., & Zainol, N. Z. N. (2024). Implementation of the independent curriculum in madrasah ibtidaiyah. Advances in Humanities and Contemporary Studies, 5(1), 162-169. https://dx.doi.org/10.24235/sicee.v1i0.14567

Nugraha, M. L. F., Ruhimat, M., & Wiyanarti, E. (2024). The influence of outdoor study method in social studies learning at subang museum on historical awareness and patriotism. International Journal of Social Service and Research, 4(03), 985-1001. https://doi.org/10.46799/ijssr.v4i03.755

OECD. (2021). PISA 2018 results: Where all students can succeed. OECD Publishing. https://doi.org/10.1787/b5fd1b8f-en

Patton, C., Sawicki, D., & Clark, J. (2015). Basic methods of policy analysis and planning. Routledge.

Perry, T., Findon, M., & Cordingley, P. (2021). Remote and blended teacher education: A rapid review. Education Sciences, 11(8), 453.

Plomp, T. (2013). Educational design research: An introduction. Educational Design Research, 11-50.

Putri, L. D., Rozi, M. F., Handrianto, C., & Rahman, M. A. (2024). A conceptual family partnership model with Paud institutions in developing the potential of early children based on blended learning. Ensaio: Avaliação e Políticas Públicas em Educação, 32(125), e0244444. https://doi.org/10.1590/S0104-40362024003204444

Sunarti, V., Jamaris, J., Solfema, S., Iswari, M., Hidayati, A., Handrianto, C., & Rahman, M. A. (2024). Evaluating the effectiveness of a blended learning system for developing technological andragogical content knowledge (TACK) in community educators. Encontros Bibli, 29, e96419. https://doi.org/10.5007/1518-2924.2024.e96419

Supramono, A., & Hidayati, K. (2023). Constriction of pancasila student profile assessment for 21st century students in elementary school. In Proceedings of International Conference on Research in Education and Science (Vol. 9, No. 1, pp. 224-239).

Susanto, O. T. (2023). Implementasi kebijakan kurikulum merdeka di kabupaten boyolali (studi tenaga pendidik jenjang sekolah dasar kategori penggerak). Journal of Politic and Government Studies, 12(4), 279-293. Retrieved from https://ejournal3.undip.ac.id/index.php/jpgs/article/view/41348

Verawati, N. N. S. P., & Nisrina, N. (2025). Reimagining physics education: addressing student engagement, curriculum reform, and technology integration for learning. International Journal of Ethnoscience and Technology in Education, 2(1), 158-181. https://doi.org/10.33394/ijete.v2i1.14058

Waty, E. R. K., Nengsih, Y. K., Handrianto, C., Nurrizalia, M., & Shomedran, S. (2023). Examining the psychological factors impacting teachers' constraints in creating and administering final examinations. Journal for ReAttach Therapy and Developmental Diversities, 6(7s), 530–540. Retrieved from https://www.jrtdd.com/index.php/journal/article/view/829

Yuliyanti, N., Sarwi, S., Wardani, S., & Fathonah, S. (2024, September). Integration of social science learning through a child-friendly ethnoscience approach. In International Conference on Science, Education, and Technology (Vol. 10, pp. 250-258).

Yusof, N., Yaqin, L. N., Aliudin, P. M. R. P., & Mahali, S. N. (2024). The integration of ethnoscience and technology: A review. International Journal of Ethnoscience and Technology in Education, 1(2), 131-154. https://doi.org/10.33394/ijete.v1i2.11334

Zainil, M., Kenedi, A. K., Rahmatina, Indrawati, T., & Handrianto, C. (2024). The influence of stem-based digital learning on 6c skills of elementary school students. Open Education Studies, 6(1), 20240039. https://doi.org/10.20448/jeelr.v10i1.4336

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


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493