Ethnoscience integrated project-based learning model for enhancing students' creative thinking skills and cultural literacy: Expert perspectives and preliminary testing

Abstract

The development of creative thinking skills and cultural literacy is crucial for preparing students to navigate the challenges of globalization while preserving their cultural identity. This study aims to develop the Ethnosains Integrated Project-Based Learning (PjBL) model and evaluate its validity and effectiveness in enhancing students' creative thinking skills and cultural literacy. Employing a Research and Development (R&D) methodology, the model was developed with a structured six-phase learning process: ethno-orientation, ethno-problem, ethno-project design, ethno-project investigation, ethno-presentation, and ethno-reflection. The validation process, conducted from experts’ perspectives, involved Focus Group Discussions (FGDs) with five expert validators to assess the model's content and construct validity. Additionally, 16 biology education students from Universitas Pendidikan Mandalika, Indonesia, participated in preliminary field testing to evaluate the model's practical application. Validation results confirmed the model’s content and construct validity, with high average scores (content: 3.92; construct: 3.87 out of 4.00), indicating its alignment with educational needs and theoretical frameworks. Descriptive and inferential statistical analyses, including ANOVA, demonstrated significant improvements in students' creative thinking skills, with an increase in the average score from 2.28 ("less creative") in the pretest to 3.28 ("creative") in the posttest (F > 101.33, p < .001, η² > 0.77). Similarly, cultural literacy scores improved significantly, with the average rising from 2.41 ("moderately literate") to 4.09 ("highly literate") (F > 179.52, p < .001, η² > 0.85). These results highlight the success of the Ethnosains Integrated PjBL model in fostering creativity and cultural awareness through culturally contextualized projects. The study underscores the potential of this model as an innovative strategy for holistically integrating creative thinking and cultural literacy into educational practices and recommends further exploration across diverse contexts.