Integration of Ethnoscience into E-STEM Learning in Madrasah Ibtidaiyah

Abstract

This study explores the integration of ethnoscience into Environmental-Science, Technology, Engineering, and Mathematics (E-STEM) learning in a Madrasah Ibtidaiyah in Deli Serdang Regency, Indonesia. Employing a qualitative single-case study design, data were collected through classroom observations, semi-structured interviews with the principal, curriculum coordinator, teachers, and students, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that local wisdom was effectively integrated into E-STEM learning by utilizing community knowledge, local environmental resources, traditional agricultural practices, and medicinal plants as contextual learning materials. Learning was implemented through inquiry-based and project-based activities that actively engaged students in investigating real-life environmental issues. The integration of ethnoscience enhanced students' conceptual understanding of science by connecting scientific knowledge with familiar cultural contexts while fostering environmental awareness and Islamic values of stewardship and responsibility. The study concludes that ethnoscience-based E-STEM learning provides a meaningful and culturally responsive instructional model for strengthening science education in Madrasah Ibtidaiyah.