Transforming Elementary Science Learning through Ethno-STEM-Based Ecopedagogy: A Quantitative Study on Local Wisdom Integration and Science Concept Understanding

Abstract

This study aimed to analyze the effect of Ethno-STEM based ecopedagogy on elementary students' understanding of science concepts through the integration of local wisdom in science learning. The study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The research was conducted at SD 1 Piji and SD 2 Piji, Kudus Regency, involving 48 fifth-grade students divided into an experimental class and a control class. Data were collected through science concept understanding tests, observation sheets, and student response questionnaires. The data were analyzed using descriptive statistics, independent sample t-test, N-Gain, and effect size analysis. The results showed that students in the experimental class achieved higher posttest scores (M = 84.37) compared to the control class (M = 71.58). The independent sample t-test indicated a significant difference between both groups, t (46) = 4.872, p < .001. Furthermore, the experimental class obtained a higher N-Gain score (0.63) with a large effect size (Cohen's d = 1.41). The findings indicate that Ethno-STEM-based ecopedagogy effectively improves students' science concept understanding, learning engagement, and ecological awareness through contextual and culturally relevant learning experiences. The study suggests that integrating local wisdom and environmental education into STEM learning can support meaningful and sustainable science education in elementary schools.