Reimagining Scientific Literacy through a Sasambo-Integrated Scaffolding Inquiry Model
DOI:
https://doi.org/10.58524/oler.v6i2.1142Keywords:
Indigenous Knowledge, Inquiry Model, Local wisdom Sasambo, Scaffolding, Scientific literacyAbstract
Scientific literacy has become a fundamental competency in higher education, yet many inquiry-based learning approaches remain insufficiently connected to students’ local cultural contexts, limiting meaningful engagement and knowledge construction. Addressing this gap, this study developed and evaluated a Sasambo-informed Scaffolding Inquiry Model supported by local wisdom-based instructional videos to strengthen scientific literacy among pre-service primary school teachers. A research and development approach based on the ADDIE framework (analysis, design, development, implementation, and evaluation) was employed involving 33 undergraduate students from the Primary School Teacher Education Program at Universitas Muhammadiyah Mataram. The model was refined through expert validation and iterative implementation before being evaluated in classroom settings using observations, questionnaires, and scientific literacy assessments. The findings demonstrate that the proposed model achieved high levels of validity, practicality, and classroom feasibility while substantially improving students’ scientific literacy. Integrating inquiry learning with scaffolding strategies, culturally relevant Sasambo knowledge, and contextual video resources promoted active participation, scientific reasoning, and meaningful connections between scientific concepts and local realities. This study contributes to science education by demonstrating how culturally responsive instructional design can strengthen inquiry learning and scientific literacy in higher education. The proposed model provides a practical framework for integrating indigenous knowledge into science instruction while supporting more contextual and sustainable learning environments.
References
Abdullah, M. I., Kusuma, J., & Abrar, R. N. (2025). Enhancing middle school students' scientific literacy through inquiry-based learning in environmental education. Journal of Science and Mathematics Education, 1(4), 111–117. https://doi.org/10.70716/josme.v1i4.338
Aditomo, A., & Klieme, E. (2020). Forms of inquiry-based science instruction and their relations with learning outcomes: Evidence from high and low-performing education systems. International Journal of Science Education, 42(4), 504–525. https://doi.org/10.1080/09500693.2020.1716093
Aiken, L. R. (1998). Tests and examinations: Measuring abilities and performance. Wiley.
Agustini, S., Heriyawati, D. F., & Mustofa, M. (2024). The use of ICT-based interactive video to enhance students' engagement and descriptive writing skills. Journal of Foreign Language Teaching and Learning, 9(2), 201–221. https://doi.org/10.18196/ftl.v9i2.22960
Ahied, M., Muharrami, L. K., Fikriyah, A., & Rosidi, I. (2020). Improving students' scientific literacy through distance learning with augmented reality-based multimedia amid the COVID-19 pandemic. Jurnal Pendidikan IPA Indonesia, 9(4), 499–511. https://doi.org/10.15294/jpii.v9i4.26123
Al Sultan, A., Henson, H., & Lickteig, D. (2021). Assessing preservice elementary teachers' conceptual understanding of scientific literacy. Teaching and Teacher Education, 102, Article 103327. https://doi.org/10.1016/j.tate.2021.103327
Ardiansyah, B., Ramdani, A., Hakim, A., Makhrus, M., Kamarudin, S., & Jiang, N. (2025). Natural science mini-project practicum e-module to enhance higher-order thinking, science process skills, and scientific attitudes. Online Learning in Educational Research (OLER), 5(2), 497–517. https://doi.org/10.58524/oler.v5i2.877
Aulia, E. V., Poedjiastoeti, S., & Agustini, R. (2018). The effectiveness of guided inquiry-based learning material on students' science literacy skills. Journal of Physics: Conference Series, 947, 012049. https://doi.org/10.1088/1742-6596/947/1/012049
Auliya, F., & Muchlis. (2024). Scientific literacy-oriented problem based learning model on improving critical thinking skills. Thinking Skills and Creativity Journal, 7(1), 10–20. https://doi.org/10.23887/tscj.v7i1.77780
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer US. https://doi.org/10.1007/978-0-387-09506-6
Cahyadi, A., Fiteriani, I., Samson, N.-A. T., & Hapsari, M. T. (2025). The urgency of Islamic ethnoscience-based science learning in the 4.0 era. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 6(3), 452–464. https://doi.org/10.31538/munaddhomah.v6i3.2174
Chen, F., & Chen, G. (2025). Learning analytics in inquiry-based learning: A systematic review. Educational Technology Research and Development, 73(4), 2131–2161. https://doi.org/10.1007/s11423-025-10507-9
Darman, D. R., Suhandi, A., Kaniawati, I., Samsudin, A., & Wibowo, F. C. (2024). Development and validation of scientific inquiry literacy instrument (SILI) using Rasch measurement model. Education Sciences, 14(3), Article 322. https://doi.org/10.3390/educsci14030322
Eliza, D., Mulyeni, T., Yulsyofriend, Y., Mahyuddin, N., Erita, Y., & Dhanil, M. (2025). Implementation of project-based learning in improving scientific literacy in early childhood education: Systematic literature review. Journal of Baltic Science Education, 24(1), 71–91. https://doi.org/10.33225/jbse/25.24.71
Fakhriyah, F., Rusilowati, A., Nugroho, S., & Saptono, S. (2023). Relationship analysis of the competence of excellent pre-service teachers: Implementation scaffolding argument-driven by via inquiry learning design based on scientific literacy. Perspectives of Science and Education. https://doi.org/10.32744/pse.2023.6.37
Febriyana, M., Azizah, A., Rahman, A., Auliya, A. R., & Sitepu, M. S. (2022). Pengembangan e-modul Dilan berbasis Android (Didroid) pada materi panas bagi siswa sekolah dasar. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 3(4), 341–350. https://doi.org/10.31538/munaddhomah.v3i4.305
Gugulethu, B. P. Z. (2025). Developing a theory for conceptualizing ancestral life sciences (traditional teachings of life). Science of Law, 2025(2), 290–301. https://doi.org/10.55284/w24kqz14
Hadiastriani, Y., & Djarot, P. (2024). Mapping research trends on development of scientific literacy assessment: A bibliometric analysis. JPBI (Jurnal Pendidikan Biologi Indonesia), 10(1), 211–222. https://doi.org/10.22219/jpbi.v10i1.31136
Haidar, D. A., Yuliati, L., & Handayanto, S. K. (2020). The effect of inquiry learning with scaffolding on misconception of light material among fourth-grade students. Jurnal Pendidikan IPA Indonesia, 9(4), 540–553. https://doi.org/10.15294/jpii.v9i4.22973
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Jannah, M., Oviana, W., Hayati, Z., Hidayat, R., Usman, J., & Noris, M. (2025). Enhancing pre-service teachers’ science process skills through open-ended and guided inquiry-based learning. Jurnal Ilmiah Peuradeun, 13(2), 1235–1262. https://doi.org/10.26811/peuradeun.v13i2.1174
Jingga, A. A., & Sujadi, I. (2020). Teachers' belief toward science and local wisdom's integration in mathematics instruction. Journal of Physics: Conference Series, 1465(1), 012056. https://doi.org/10.1088/1742-6596/1465/1/012056
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
Latip, A., Hernani, & Kadarohman, A. (2024). Local and indigenous knowledge (LIK) in science learning: A systematic literature review. Journal of Turkish Science Education, 21(4), 651–667. https://doi.org/10.36681/tused.2024.035
Maiyanti, A. A., Huda, S., Anggraini, A., Laili, U. F., Muniroh, L., & Umam, R. (2025). Transformation of physics learning: Integrating virtual laboratories to improve students' scientific literacy skills. Online Learning in Educational Research (OLER), 5(1), 155–172. https://doi.org/10.58524/oler.v5i1.661
Mamun, M. A. A. (2022). Fostering self-regulation and engaged exploration during the learner-content interaction process: The role of scaffolding in the online inquiry-based learning environment. Interactive Technology and Smart Education, 19(4), 482–509. https://doi.org/10.1108/ITSE-11-2021-0195
Morris, D. L. (2025). Rethinking science education practices: Shifting from investigation-centric to comprehensive inquiry-based instruction. Education Sciences, 15(1), Article 73. https://doi.org/10.3390/educsci15010073
Mujakir, M., Nurmalahayati, N., Safrijal, S., Salsabil, P., Fatma, E., & Zainuddin, Z. (2024). Efforts to improve scientific literacy capabilities in Indonesia: Systematic literature review. Online Learning in Educational Research (OLER), 4(1), 49–59. https://doi.org/10.58524/oler.v4i1.395
Ng, D. T. K., Luo, W., Chan, H. M. Y., & Chu, S. K. W. (2022). Using digital story writing as a pedagogy to develop AI literacy among primary students. Computers and Education: Artificial Intelligence, 3, Article 100054. https://doi.org/10.1016/j.caeai.2022.100054
Nurwati, N., Abdullah, H., & Palloan, P. (2024). Enhancing scientific literacy skills: Development of physics teaching materials based on Islamic values. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 13(2), 265–278. https://doi.org/10.24042/jipfalbiruni.v13i2.24119
OECD. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
Ogegbo, A. A., & Ramnarain, U. (2024). A systematic review of pedagogical practices for integrating indigenous knowledge systems in science teaching. African Journal of Research in Mathematics, Science and Technology Education, 28(3), 343–361. https://doi.org/10.1080/18117295.2024.2374133
Øyehaug, A. B., Kouns, M., & Savelsbergh, E. R. (2024). Teachers' use of inquiry and language scaffolding questions when preparing an experiment. European Journal of Science and Mathematics Education, 12(1), 139–155. https://doi.org/10.30935/scimath/14074
Parmin, P., & Trisnowati, E. (2024). Internalization of indigenous knowledge in the education curriculum for next generation science standards (NGSS). Jurnal Cakrawala Pendidikan, 43(1), 19–27. https://doi.org/10.21831/cp.v43i1.65751
Petersen, M. R. (2022). Strategies to scaffold students' inquiry learning in science. Science Education International, 33(3), 267–275. https://doi.org/10.33828/sei.v33.i3.1
Qianyi, Z., & Zhiqiang, L. (2024). Learning motivation of college students in multimedia environment with machine learning models. Learning and Motivation, 88, Article 102046. https://doi.org/10.1016/j.lmot.2024.102046
Rahayu, M., Asyhari, A., & Anjani, A. V. (2022). Scaffolding in guided inquiry learning with Google Classroom: Effect on physics conceptual understanding. Jurnal Inovasi Pendidikan IPA, 8(2), 174–184. https://doi.org/10.21831/jipi.v8i2.48365
Ramdani, A., Jufri, A. W., Jamaluddin, J., & Yustiqvar, M. (2023). Increasing student science literacy: Learning studies using Android-based media during the COVID-19 pandemic. AIP Conference Proceedings, Article 070001. https://doi.org/10.1063/5.0122847
Riadi, B., Fuad, M., Yulianti, D., & Firdaus, R. (2024). Social, cognitive, teaching, and technology presence in blended inquiry learning: A higher education study. Online Learning in Educational Research (OLER), 4(2), 143–155. https://doi.org/10.58524/oler.v4i2.507
Roy, G., Sikder, S., & Danaia, L. (2025). Adopting scientific literacy in early years from empirical studies on formal education: A systematic review of the literature. International Journal of STEM Education, 12(1), Article 26. https://doi.org/10.1186/s40594-025-00547-1
Rusmin, L., Misrahayu, Y., Pongpalilu, F., Radiansyah, R., & Dwiyanto, D. (2024). Critical thinking and problem-solving skills in the 21st century. Join: Journal of Social Science, 1(5), 144–162. https://doi.org/10.59613/svhy3576
Saminan, S., Irwandi, I., Kamza, M., & bin Rasul, M. S. (2024). Acehnese ethnoscience as an interdisciplinary approach in physics education: Innovating in the era of Merdeka Belajar. Jurnal Ilmiah Peuradeun, 12(3), 1071–1098. https://doi.org/10.26811/peuradeun.v12i3.1277
Seema, P. V. (2024). Developing scientific literacy to promote 21st century skills. I-Manager's Journal on School Educational Technology, 20(1), 1–10. https://doi.org/10.26634/jsch.20.1.21018
Suherman, S., Vidákovich, T., Mujib, M., Hidayatulloh, H., Andari, T., & Susanti, V. D. (2025). The role of STEM teaching in education: An empirical study to enhance creativity and computational thinking. Journal of Intelligence, 13(7), Article 88. https://doi.org/10.3390/jintelligence13070088
Susanti, D., Fitriani, V., & Sari, L. Y. (2020). Validity of module based on project-based learning in media biology subject. Journal of Physics: Conference Series, 1521(4), 042012. https://doi.org/10.1088/1742-6596/1521/4/042012
Susilawati, S., Doyan, A., Rokhmat, J., Muliyadi, L., Rizaldi, D. R., Fatimah, Z., Ikhsan, M., & Ardianti, N. R. (2025). Integration of smartphone-based learning media and project-based learning to enhance creativity and scientific literacy in physics. International Journal of Information and Education Technology, 15(7), 1449–1459. https://doi.org/10.18178/ijiet.2025.15.7.2346
Suraijiah, S., Rusdiah, R., & Surawardi, S. (2025). Implementation of environmental education in the concept of ecotawhid and ecotheology in students. Kharisma: Jurnal Administrasi dan Manajemen Pendidikan, 4(2), 232–245. https://doi.org/10.59373/kharisma.v4i2.113
Suyanto, E., Suyatna, A., Destryati, A., & Pratama, A. (2024). Development of ethnoscience-based e-worksheet to stimulate scientific process skills. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 13(1), 59–72. https://doi.org/10.24042/jipfalbiruni.v13i1.14408
Tiaradipa, S., Lestari, I., Effendi, M. H., & Rusdi, M. (2020). The development of scaffolding in inquiry-based learning to improve students' science process skills in the concept of acid and base solution. JKPK (Jurnal Kimia dan Pendidikan Kimia), 5(2), 211–221. https://doi.org/10.20961/jkpk.v5i2.42420
Uslan, U., Abdullah, N., Imami, M. K. W., & Aiman, U. (2024). The effectiveness of the local knowledge-based module (LKBM) to improve students' scientific literacy and thinking skills. Jurnal Pendidikan IPA Indonesia, 13(1), 147–161. https://doi.org/10.15294/jpii.v13i1.47561
Van Der Graaf, J. (2020). Inquiry-based learning and conceptual change in balance beam understanding. Frontiers in Psychology, 11, Article 1621. https://doi.org/10.3389/fpsyg.2020.01621
Van Hoe, A., Wiebe, J., Rotsaert, T., & Schellens, T. (2024). The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education. International Journal of STEM Education, 11(1), Article 3. https://doi.org/10.1186/s40594-024-00465-8
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
Wulansari, O. D. E., Nursiyanto, T. M. B., Zaini, Z., & Bachry, B. (2025). Augmented reality for 3D geometric shapes and nets combination for Android. International Journal of Electronics and Communications Systems, 5(1), 69–79. https://doi.org/10.24042/ijecs.v5i1.27574
Zamroni, M. A., Supriyanto, H., Fatikh, M. A., Sirojuddin, A., Sholihah, M., & Alai, A. (2024). Curriculum management of local content in fostering religious behavior: A study at Madrasah Aliyah. Kharisma: Jurnal Administrasi dan Manajemen Pendidikan, 3(2), 126–134. https://doi.org/10.59373/kharisma.v3i2.41
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Ferniawan Ferniawan, Agus Ramdani, Joni Rokhmat, A. Wahab Jufri, A. A. Sukarso, Na Jiang
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Online Learning in Educational Research is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Online Learning in Educational Research agree to the following terms:
Copyright Retention: Authors retain the copyright of their work without any restrictions.
Publishing Rights: Authors retain the right to publish and distribute their work without any restrictions.
License Agreement: By publishing with Online Learning in Educational Research, authors agree that their work will be licensed under the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA). This license allows others to share and adapt the work, provided that appropriate credit is given, any changes are indicated, and the new creations are licensed under the same terms.
