Achmad Ridwan, Yuli Rahmawati, Alin Mardiah
This study investigated the efficacy of ethnochemistry in enhancing chemical literacy among Indonesian secondary students. A mini-ethnographic inquiry was conducted across four schools, involving 148 students in grades 10–12. The data-gathering methods employed in this study encompassed reflective journals, semistructured interviews, classroom observations, and chemical literacy tests. The process of implementing ethnochemistry involved five distinct stages: self-identification, content integration, collaboration, dialog, and reflection. The findings demonstrate that the incorporation of ethnochemistry substantially positively impacts students’ comprehension of five aspects of chemical literacy: general scientific ideas, characteristics of chemistry, chemistry in context, higher-order learning skills, and affective aspects. By establishing a tangible connection between abstract chemical principles and the familiar cultural settings of students, ethnochemistry facilitated a more profound understanding and appreciation for the subject matter, significantly enhanced student involvement in learning activities, and cultivated the development of critical thinking and problem-solving skills. Students exhibited enhanced problem-solving abilities by analyzing chemical interactions within their own cultural contexts, demonstrating a deeper understanding of the practical applications of chemistry. In addition, the implementation of ethnochemistry positively impacts students’ affective aspects. They demonstrated heightened drive, increased curiosity about chemical phenomena, and a feeling of ownership and agency toward their study of chemistry. The case studies, focusing on student analyses of chemical compounds in cultural goods, showed that students can critically analyze these compounds, understand their potential health impacts, and even suggest safer alternatives. These findings indicating that they have developed a more comprehensive grasp of chemistry that effectively combines cognitive knowledge with emotional involvement and cultural awareness. This study suggests that ethnochemistry has the potential to transform chemistry education by making it more relevant, engaging, and culturally responsive. Copyright (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Chemistry Education Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, Indonesia
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