Developing Disaster Literacy through STEM-Ethnoscience Integration
Evidence from Primary School Contexts
DOI:
https://doi.org/10.37329/ijms.v4i2.5350Keywords:
disaster literacy, STEM education, ethnoscience, primary school, local wisdomAbstract
Disaster literacy is an essential competency for primary school students, particularly in disaster-prone regions; however, it is often not optimally integrated into classroom learning. This study aims to examine the effectiveness of integrating STEM (Science, Technology, Engineering, and Mathematics) with ethnoscience to enhance disaster literacy among primary school students. The research employed a quasi-experimental design involving elementary students selected through purposive sampling. Data were collected through tests, questionnaires, and observations to measure students’ knowledge, awareness, and preparedness related to disaster risk. The main statistical analyses used were the t-test and N-gain to compare disaster literacy between groups. The learning intervention integrated local wisdom (ethnoscience) into problem-oriented STEM activities relevant to students’ real-life contexts. The results showed a significant difference in disaster literacy between the experimental and control groups, with t (58) = 3.27 and p = 0.002 (p < 0.05). The experimental group demonstrated higher improvement (N-gain = 0.62; moderate category) compared to the control group (N-gain = 0.29; low category). These findings indicate that STEM-ethnoscience learning significantly improves students’ disaster literacy. This approach also provides a meaningful and culturally relevant framework for disaster education. In conclusion, the STEM-ethnoscience approach is an effective and innovative pedagogical strategy for enhancing disaster awareness and preparedness in primary education.
References
Astuti, N. H., Rusilowati, A., & Subali, B. (2021). STEM-Based Learning Analysis To Improve Students’ Problem Solving Abilities In Science Subject: A Literature Review. Journal of Innovative Science Education, 10(1), 79-86.
Atmojo, S. E., Anggriani, M. D., Rahmawati, R. D., Skotnicka, M., Wardana, A. K., & Anindya, A. P. (2025). Bridging STEM And Culture: The Role Of Ethnoscience In Developing Critical Thinking And Cultural Literacy. Jurnal Pendidikan IPA Indonesia, 14(20, 251-266.
Bulu, V. R., & Tanggur, F. (2021). The Effectiveness of STEM-Based PjBL On Student’s Critical Thinking Skills And Collaborative Attitude. Al-Jabar: Jurnal Pendidikan Matematika, 12(1), 219-228.
Chasokela, D. (2025). Investigating The Role Of Virtual Reality To Support Student’engagement, Spatial Awareness And Problem-Solving Skills In Engineering Education. International Journal of Instruction, 18(3), 613-636.
Cong, L., & Ironsi, C. S. (2025). Integrating Mobile Learning And Problem-Based Learning In Improving Students Action Competence In Problem-Solving And Critical Thinking Skills. Humanities and Social Sciences Communications, 12(1), 1-11.
Cruz, L. D., Aguinaldo, I., Alzate, L. J., Camero, C., Abiado, K. R., & Gumpal, B. (2025). Fostering Intercultural Competence Through Culturally Responsive Pedagogy: Practices And Perspectives In Philippine Higher Education Institutions. International Journal on Culture, History, and Religion, 7(SI2), 36-50.
Dare, E. A., Keratithamkul, K., Hiwatig, B. M., & Li, F. (2021). Beyond Content: The Role Of STEM Disciplines, Real-World Problems, 21st Century Skills, And STEM Careers Within Science Teachers’ Conceptions Of Integrated STEM Education. Education Sciences, 11(11), 737-748.
Dzaiy, A. H. S., & Abdullah, S. A. (2024). The Use Of Active Learning Strategies To Foster Effective Teaching In Higher Education Institutions. Zanco Journal of Human Sciences, 28(4), 328-351.
Fitri, H. S. A., Agustin, E. P., Chuchai, S., Joronavalona, R., & Ali, S. (2024). Trends in Culturally Responsive Teaching for Science Education: A Bibliometric Analysis. Journal of Technological Pedagogy and Educational Development, 1(2), 36-52.
Fitria, D., Asrizal, A., Lufri, L., & Handrianto, C. (2025). Integrating Blended Problem-Based Learning with Ethnoscience to Develop Twenty-First-Century Skills. The International Journal of Pedagogy and Curriculum, 32(2), 165-174.
Hikmawati, H., Suastra, I. W., & Pujani, N. M. (2021). Ethnoscience-Based Science Learning Model To Develop Critical Thinking Ability And Local Cultural Concern For Junior High School Students In Lombok. Jurnal Penelitian Pendidikan IPA, 7(1), 60-66.
Hoffmann, R., & Blecha, D. (2020). Education And Disaster Vulnerability In Southeast Asia: Evidence And Policy Implications. Sustainability, 12(4), 1401-1412.
Imron, E. M., Nugraheni, F. S. A., Utami, B., Nursalsabila, Z., Mahardiani, L., & Tanghal, A. B. (2025). Effectiveness of Ethno-STEM-Based Science Teaching With The Project-Based Learning Model on Students' Scientific Literacy. Jurnal Inovasi Pendidikan IPA, 11(2), 435-453.
Jasper-Abowei, F. E., & Victor-Ishikaku, E. C. (2023). Contextual Learning Approach: A Tool For Enhancing Critical Thinking Skills Amongst Learners’. Central Asian Journal of Social Sciences and History, 4(5), 72-83.
Joshi, A. S. (2026). Transforming Learning Experiences: A Case Study of Integrating Contextual Teaching and Learning (CTL) in the Physics Course within a Bachelor of Technology Program. Journal of Engineering Education Transformations, 39(3), 86-97.
Kotsis, K. T. (2025). Inquiry-Based Learning In Science: Mathematical Reasoning’s Support Of Critical Thinking. Journal of Research in Mathematics, Science, and Technology Education, 2(1), 60-72.
Kurniawan, N., & Hidayaht, A. N. (2025). Integrating Disaster Education Into Geography Curriculum: Strengthening School-Based Preparedness. Journal of Environment and Geography Education, 2(1), 45-58.
Listiyani, L. R., Wilujeng, I., Suyanto, S., & Pratama, D. H. (2025). EthnoSTEM-based Learning Tools: Connecting Cultural Heritage with STEM Education. International Electronic Journal of Elementary Education, 17(4), 593-609.
Mustamin, R. (2024). The Role Of Formative And Summative Assessment In Improving Learning Quality And Student Learning Outcomes. Journal of Strategy and Transformation in Educational Management, 1(1), 17-21.
Ogunniyi, M. M. (2023). Culturally Responsive Science Education For Indigenous And Ethnic Minority Students. London: Routledge.
Putri, R. A. R. Q. Y., Jasruddin, J., & Mustafa, M. (2024). The Relationship Between Ethnoscience and Creative Thinking Skills to Support 21st Century Learning for High School Student in West Sulawesi: Literature Review. International Journal of Current Science Research and Review, 7(11), 8442-8446
Rahim, F. R., & Fauzi, A. (2023). Fostering Creative Problem Solving Skills Through Integrated Learning Of Volcanic Eruption Disasters. ASEAN Natural Disaster Mitigation and Education Journal, 1(1), 31-42.
Rahma, A., Rizkiyani, F., & Yunia Sari, D. (2025). Exploring Disaster Literacy: Early Childhood Education Teachers’ Perspective On School Safety. Early Years, 45(5)1-19.
Rezai, A., Ahmadi, R., Ashkani, P., & Hosseini, G. H. (2025). Implementing Active Learning Approach To Promote Motivation, Reduce Anxiety, And Shape Positive Attitudes: A Case Study of EFL Learners. Acta Psychologica, 253(1), 104704-104715.
Sata, S. K. (2024). Advancing Analytical and Problem-Solving Skills for STEM-Related Challenges: Exploring Innovative Educational Strategies and Practical Applications. World Journal of Arts, Education and Literature, 1(2), 32-38.
Sihombing, R. A., Anwar, S., Liu, S. Y., Muslim, M., Winarno, N., & Sihombing, P. J. (2025). Integrating Local Wisdom Into Environmental Education: A Systematic Review Of Ethnoscience Research In Indonesia. Journal of Natural Science and Integration, 8(1), 57-74.
Sori, Z. M., Mustapha, W. H. W., & Mustaffa, M. A. M. (2025). Bloom's Taxonomy for Effective Teaching and Learning. Bloom's Taxonomy for Effective Teaching and Learning (January 28, 2025).
Topsakal, İ., Yalçın, S. A., & Çakır, Z. (2022). The Effect Of Problem-Based STEM Education On The Students’ Critical Thinking Tendencies And Their Perceptions For Problem Solving Skills. Science Education International, 33(2), 136-145.
Tuong, H. A., Nam, P. S., Hau, N. H., Tien, V. T. B., Lavicza, Z., & Hougton, T. (2023). Utilizing STEM-Based Practices To Enhance Mathematics Teaching In Vietnam: Developing Students' Real-World Problem Solving And 21st Century Skills. JOTSE: Journal of Technology and Science Education, 13(1), 73-91.
Ulbricht, J., Schachner, M. K., Civitillo, S., & Juang, L. (2024). Fostering Culturally Responsive Teaching Through The Identity Project Intervention: A Qualitative Quasi-Experiment With Pre-Service Teachers. Identity, 24(4), 307-330.
Vasileiou, K., Barnett, J., & Fraser, D. S. (2022). Integrating Local And Scientific Knowledge In Disaster Risk Reduction: A Systematic Review Of Motivations, Processes, And Outcomes. International Journal of Disaster Risk Reduction, 81(1), 103255-103267.
Viduya-Galo, M. A., & Nabua, E. B. (2026). Bridging Culture and Chemistry: Assessing Grade 9 Learners’ Cultural awareness and Conceptual Understanding for an Ethno Chemical Learning Module. International Journal of Research in Social Science and Humanities (IJRSS) ISSN: 2582-6220, DOI: 10.47505/IJRSS, 7(1), 273-284.
Widowati, E., Koesyanto, H., Istiono, W., Sutomo, A. H., & Sugiharto, S. (2023). Disaster Preparedness And Safety School As A Conceptual Framework Of Comprehensive School Safety. Sage Open, 13(4), 1-11.
Yamwongsri, P., & Chen, H. L. (2025). The Effects of Spherical Video-Based Virtual Reality in Inquiry-Based Learning on Student Learning Outcomes, Higher-Order Thinking, and Learning Experiences in Geography Education. Journal of Educational Computing Research, 63(6), 1550-1579.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Setyo Eko Atmojo, Rina Dyah Rahmawati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with International Journal of Multidisciplinary Sciences agree to the following terms: Authors retain copyright and grant the International Journal of Multidisciplinary Sciences right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in International Journal of Multidisciplinary Sciences. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in International Journal of Multidisciplinary Sciences. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
