Digital Innovation-Based Ethnoscience in Science Education to Promote Quality Education: A Systematic Literature Review
Nur Hikmah(a*), Festiyed(b), Yulkifli(b), Asrizal(b), Minda Azhar(b), Saidah(c)

a. Student of Doctoral Program of Science Education, FMIPA, Universitas Negeri Padang
b. Lecturer of Doctoral Program of Science Education, FMIPA, Universitas Negeri Padang
c. Lecturer of PGMI, Fakultas Tarbiyah dan Keguruan, UIN Sulthan Thaha Saifuddin Jambi

Abstract

In the era of rapid technological development, digital innovation plays a vital role in reshaping science education to be more interactive, contextual, and student-centered. One promising approach is the integration of ethnoscience into digital innovation. This integration not only enriches scientific concepts with real-life cultural relevance but also helps preserve and revitalize indigenous wisdom through modern educational tools. Digital innovation-based ethnoscience holds strong potential to support the SDGs, especially Goal 4, which emphasizes inclusive and quality education. By embedding local contexts and cultural values into digitally enhanced science learning, students can develop not only scientific literacy but also cultural awareness, critical thinking, and identity appreciation. This study employs a Systematic Literature Review (SLR) method using the PRISMA protocol. Relevant articles published between 2015 and 2025 were collected from Scopus databases. The review focuses on identifying trends, forms of digital innovation applied, and their educational impact. The expected result of this review is to map how digital innovation has been utilized to integrate ethnoscience into science education, what learning outcomes it influences, and what challenges and opportunities arise. In the long term, the findings are expected to guide future efforts in designing culturally responsive science education that supports sustainable development.

Keywords: digital innovation, ethnoscience, quality education, science learning

Topic: Science Education