The Effect of the Ethno-STEM Based Learning Model on Students Understanding of Food Additive Concepts and Their Consumptive
Keywords:
Ethno-STEM, food additives, conceptual understanding, consumptive attitude
Abstract
This study aims to examine the effect of the Ethno-STEM based learning model on students understanding of food additive concepts and their consumptive attitudes. The increasing tendency of students to consume snack foods containing harmful additives highlights the need for contextual and meaningful learning approaches. Ethno-STEM integrates local cultural knowledge with scientific concepts to enhance students’ learning experiences.
This study employs a mixed-method approach using questionnaires, observations, and interviews. The results are expected to indicate that the Ethno-STEM learning model improves students’ conceptual understanding and promotes more critical and responsible consumption behavior. This approach also enhances students’ awareness of the health risks associated with excessive consumption of synthetic additives.
References
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Zidny, R., Sjöström, J., & Eilks, I. (2020). Integrating Indigenous Knowledge into Science Education: A Systematic Review. Journal of Science Education, 21(3), 231-245. https://doi.org/10.1080/09500693.2020.1765750
Zulkardi, Z., & Putri, R. I. I. (2019). Ethnomathematics: Mathematical Concepts in Indonesian Cultural Practices. Journal on Mathematics Education, 10(1), 1-16.
Assael, H. (1995). Consumer Behavior and Marketing Action. South-Western College Pub.
Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. Holt, Rinehart & Winston.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall.
Baumeister, R. (2002). Yielding to Temptation: Self-Control Failure. Psychological Science, 13(3), 162-164.
Basu, S. J., & Barton, A. C. (2007). Developing a Sustained Interest in Science Among Urban Minority Youth. Journal of Research in Science Teaching, 44(3), 466-489.
BPOM RI. (2021). Regulasi Zat Aditif Makanan. Badan Pengawas Obat dan Makanan Republik Indonesia.
BPOM RI. (2023). Panduan Keamanan Pangan untuk Sekolah. Badan Pengawas Obat dan Makanan Republik Indonesia.
Bybee, R. W. (2013). The Case for STEM Education: Challenges and Opportunities. NSTA Press.
Darmodjo, H., & Kaligis, J. R. E. (1992). Pendidikan IPA 2. Depdikbud.
D’Ambrosio, U. (2001). What is Ethnomathematics, and How Can It Help Children in Schools? Teaching Children Mathematics, 7(6), 308-310.
Dewsbury, B. M., & Brame, C. J. (2019). Inclusive Teaching. CBE—Life Sciences Education, 18(2), fe2. https://doi.org/10.1187/cbe.19-01-0021Dittmar, H., et al. (2007). To Have is to Be? Materialism and Compulsive Buying. Journal of Economic Psychology, 28(1), 1-16.
Fajri, M. (2018). Etnosains dalam Proses Pembuatan Tape Ketan di Kota Samarinda. Jurnal Ilmiah Ilmu Sosial, 4(2), 149-158.
Fadilah, R. (2021). Pengaruh Model Pembelajaran Berbasis Etnosains terhadap Pemahaman Konsep Zat Aditif Makanan dan Sikap Konsumtif Siswa [Tesis Magister]. Universitas Pendidikan Indonesia.
Goldberg, M., et al. (2023). Cultural-Based STEM Learning and Consumption Patterns. Journal of Education, 32(4), 298-314.
Haryanto, P., & Rahmawati, Y. (2021). Ethno-STEM Approach in Chemistry Learning: Its Impact on Students' Critical Thinking and Environmental Awareness. Journal of Science Learning, 4(2), 89-98.
IARC. (2018). Monographs on the Evaluation of Carcinogenic Risks to Humans. World Health Organization.
Joyce, B., Weil, M., & Calhoun, E. (2011). Models of Teaching (8th ed.). Allyn & Bacon.
Kollmuss, A., & Agyeman, J. (2002). Mind the Gap: Why Do People Act Environmentally and What Are the Barriers to Pro-environmental Behavior? Environmental Education Research, 8(3), 239-260.
Maton, K. (2014). Knowledge and Knowers: Towards a Realist Sociology of Education. Routledge.
McCann, D., et al. (2007). Food Additives and Hyperactive Behaviour in 3-Year-Old and 8/9-Year-Old Children in the Community. The Lancet, 370(9586), 1560-1567.
National Research Council. (2012). *A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas*. National Academies Press.
Notoatmodjo, S. (2007). Promosi Kesehatan dan Perilaku Kesehatan. Rineka Cipta.
OECD. (2023). Cross-Cultural Study on Consumer Literacy in Schools. Organization for Economic Co-operation and Development.
Pratama, R. A., & Sari, M. (2020). Pengaruh Pembelajaran Berbasis STEM terhadap Kemampuan Pemecahan Masalah Siswa. Jurnal Pendidikan Matematika dan IPA, 11(1), 34-45.
Rahmawati, Y., Ridwan, A., & Hadinugrahaningsih, T. (2021). Ethno-STEM Project-based Learning: Its Impact to Critical and Creative Thinking Skills. Jurnal Pendidikan IPA Indonesia, 10(2), 231-242. https://doi.org/10.15294/jpii.v10i2.24126
Rizkika, M. (2023). Ethno-STEM and Consumer Behavior: A Case Study in Indonesian Schools. Journal of Educational Research, 19(2), 124-137.
Rosa, M., & Orey, D. C. (2016). Ethnomathematics: Theory, Research, and Practice. Springer.
Sugiyono. (2019). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Rosa, M., & Orey, D. C. (2021). Ethnomathematics and Ethnoscience in STEM Education. Springer.
Sutarto, S., Hastuti, I. D., & Firdaus, M. (2021). Ethno-STEM Approach in Mathematics Learning: A Systematic Review. Journal of Physics: Conference Series, 1776(1), 012018.
Setiawan, B., & Arifin, Z. (2019). Implementasi Pendidikan Karakter melalui Pembelajaran IPA Berbasis Kearifan Lokal. Jurnal Pendidikan Karakter, 9(2), 123-134.
Trianto. (2014). Mendesain Model Pembelajaran Inovatif, Progresif, dan Kontekstual. Kencana.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wahyuni, S., & Indriyanti, D. R. (2019). Ethnoscience-based Science Learning to Improve Students' Scientific Literacy and Cultural Awareness. Journal of Physics: Conference Series, 1234(1), 012034. https://doi.org/10.1088/1742-6596/1234/1/012034
Zidny, R., Sjöström, J., & Eilks, I. (2020). Integrating Indigenous Knowledge into Science Education: A Systematic Review. Journal of Science Education, 21(3), 231-245. https://doi.org/10.1080/09500693.2020.1765750
Zulkardi, Z., & Putri, R. I. I. (2019). Ethnomathematics: Mathematical Concepts in Indonesian Cultural Practices. Journal on Mathematics Education, 10(1), 1-16.
Published
2026-05-07
How to Cite
Dangkua, N. A., Isa, I., Ischak, N. I., & Lakilo, A. (2026). The Effect of the Ethno-STEM Based Learning Model on Students Understanding of Food Additive Concepts and Their Consumptive . International Journal of Education, Vocational and Social Science , 5(02), 1376-1385. https://doi.org/10.63922/ijevss.v5i02.3270
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