Asrizal Asrizal, Siew Wei Tho, Fuja Novitra, Helma Helma, N. Annisa
In the evolving educational landscape, the integration of culturally responsive STEM education is critical for developing 21st-century competencies. This study modeled the impact of interactive ethno-STEM learning materials infused with ethno-scientific and local cultural contexts, on students' critical thinking, creativity, collaboration, and communication skills. A cross-sectional design involving 385 senior high school students in West Sumatra was analyzed using Structural Equation Modeling. Results show that exposure to ethno-STEM learning materials significantly enhanced perceived usefulness, cultural relevance, and learning engagement, with strong model fit indices. Lerning engagement was the strongest predictor of skill development, while cultural relevance particularly supported creativity. The indirect effects on 21st-century skills were substantial, demonstrating that student perceptions serve as key mediating pathways. These findings highlight the role of culturally embedded, interactive learning in driving 21st-century skill acquisition and provide a validated predictive framework to strengthen culturally responsive STEM instruction in diverse educational settings. © 2026, Duzce University, Faculty of Education. All rights reserved.
Department of Physics, Faculty of Mathematics and Science, Universitas Negeri Padang, Indonesia; Department of Physics, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Malaysia; Department of Mathematics, Faculty of Mathematics and Science, Universitas Negeri Padang, Indonesia; Master of Physics Education Program, Faculty of Mathematics and Science, Universitas Negeri Padang, Indonesia
