Dinelti Fitria, Asrizal Asrizal, Lufri Lufri
Integrating 21st-century skills into science education remains challenging in Indonesia, particularly in bridging modern pedagogical approaches with culturally relevant learning experiences. This study aimed to develop, implement, and evaluate a Blended Problem-Based Learning model incorporating ethnoscience for junior high school science education in Indonesia, focusing on its validity, practicality, and effectiveness in improving students' critical thinking, communication, and creativity skills. Using a mixed-methods research design, the study employed the Plomp’s framework for model development. Participants included 120 eighth-grade students and 9 science teachers from three schools representing urban, suburban, and rural settings. Data collection involved expert validation, classroom observations, teacher interviews, student focus groups, and pre-post assessments of 21st-century skills. The model demonstrated high validity (M = 4.72/5.0) across content alignment, instructional design, cultural relevance, and technological accessibility. Practicality assessment showed strong feasibility (M = 4.65/5.0) in classroom implementation. Significant improvements were observed in critical thinking (∆M = 16.35, d = 1.47), communication (∆M = 15.05, d = 1.35), and creativity (∆M = 16.50, d = 1.43). The integration of ethnoscience particularly enhanced student engagement and cultural appreciation while supporting academic achievement. This study provides empirical evidence for the effectiveness of culturally responsive Blended-Learning approaches in developing 21st-century skills and offers practical insights for educators and policymakers in implementing innovative pedagogical strategies within diverse educational contexts. ©Authors.
Universitas Negeri Padang, Padang, Indonesia
