Constructivism Through Problem-Based Learning (PBL) in Chemistry Education with Ethnoscience Content

Agrippina Wiraningtyas

Constructivism Through Problem-Based Learning (PBL) in Chemistry Education with Ethnoscience Content

Authors

Agrippina Wiraningtyas

Published:

2024-11-30

Issue:

Vol. 7 No. 2 (2024): Edisi November

Keywords:

constructivism, Problem-Based Learning, ethnoscience, chemistry education

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Wiraningtyas, A. (2024). Constructivism Through Problem-Based Learning (PBL) in Chemistry Education with Ethnoscience Content. Chemistry Education Practice, 7(2), 366–375. Retrieved from http://jurnalfkip.unram.ac.id/index.php/CEP/article/view/7998

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Abstract

Chemistry education in schools often focuses on memorizing theoretical concepts that are challenging to connect with daily life, reducing student interest and engagement in the learning process. This requires an approach that enhances learning relevance and fosters critical thinking skills. This study aims to examine the implementation of constructivist theory through Problem-Based Learning (PBL) integrated with ethnoscience in chemistry education. This approach encourages students to actively participate in learning and relate chemistry concepts to local cultural contexts. A systematic literature review was conducted, analyzing relevant studies from 2019 to 2024, with a total of 11 articles descriptively analyzed. Results indicate that ethnoscience-based PBL effectively improves various learning aspects, including critical thinking skills, learning engagement, and science literacy. The study concludes that this approach could serve as an effective strategy in chemistry education, especially in enhancing cultural relevance and contextual understanding in the learning process.

References

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Constructivism Through Problem-Based Learning (PBL) in Chemistry Education with Ethnoscience Content

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