A Systematic Review of Inquiry-Based, Ethno-STEM, and Contextual Science Learning in Improving Literacy Numeracy Among Senior High School Students (2022–2025)

Authors

• Doni Firmansyah, FMIPA Universitas Negeri SemarangFollow
• Arif Widiyatmoko, Universitas Negeri Semarang, IndonesiaFollow
• Bambang Subali 5, Departement of Physics Education, Universitas Negeri Semarang, IndonesiaFollow
• Novi Ratna Dewi, Universitas Negeri SemarangFollow

Abstract

Background: The low level of numeracy literacy skills indicates that students still face difficulties in understanding and applying numerical concepts within real-world contexts. Although inquiry-based learning and ethno-STEM have been widely recognized as approaches that support contextual and meaningful science learning, the extent to which their integration contributes to improving students’ numeracy literacy remains insufficiently synthesized.

Objectives: This study aims to analyze research trends, examine the implementation, and evaluate the effectiveness of inquiry-based science learning integrated with ethno-STEM in supporting students’ numeracy literacy skills.

Methods: The study employed a Systematic Literature Review (SLR) using the PRISMA approach, which involved four stages: identification, screening, eligibility, and inclusion. Relevant articles were retrieved from Google Scholar databases covering publications from 2022 to 2025.

Results: The findings indicate that the integration of inquiry-based learning with ethno-STEM has the potential to support the development of students’ numeracy literacy. The use of local wisdom contexts provides meaningful learning experiences that facilitate students in understanding, analyzing, and applying numerical concepts in everyday life. Furthermore, the integration encourages active student engagement through investigation, experimentation, and problem-solving activities, while fostering 21st-century skills, including critical thinking, creativity, and collaboration.

Conclusion: The contribution of this review lies in synthesizing the trends, implementation patterns, and reported effectiveness of integrating inquiry-based learning with ethno-STEM in science education. This synthesis provides insights into the potential of culturally contextualized inquiry-based learning as an approach to supporting numeracy literacy development and promoting deep learning.

First Page

333

Last Page

347

Recommended Citation

Firmansyah, D., Widiyatmoko, A., Subali, B., & Dewi, N. R. (2026). A Systematic Review of Inquiry-Based, Ethno-STEM, and Contextual Science Learning in Improving Literacy Numeracy Among Senior High School Students (2022–2025). Jurnal Pendidikan dan Pembelajaran, 33(2), 333-347.
DOI: https://doi.org/https://doi.org/10.17977/2580-2313.1187
Available at: https://citeus.um.ac.id/jpp/vol33/iss2/11