Sarwi, Siti Fathonah, Winarto, Siti Fatimah, Elok Fariha Sari, Arum Maharsi Fadilah
This study presents a systematic literature review combined with bibliometric analysis to examine how ethnoscience and local wisdom are integrated into science education with a focus on conservation. Drawing on 3,083 records published between 2020 and 2025 and following PRISMA guidelines, a total of 29 empirical studies met the inclusion criteria. The review addressed seven guiding questions concerning publication trends, leading authors, keyword co-occurrence patterns, types of ethnoscience integrated, conservation themes addressed, applications in teaching practice, and reported learning outcomes. The findings indicate that research in this domain is emerging but dynamic, with publication output peaking in 2024 and early works (2020–2021) attracting the highest citations. Bibliometric mapping highlights Sudarmin as a central author bridging multiple collaboration clusters, reflecting the growing connectivity of the field. Keyword analysis shows conservation as a motor theme with strong conceptual and methodological linkages, local wisdom as a foundational but less densely connected theme, and ethnoscience as an emerging strand requiring further empirical consolidation. Across the reviewed literature, ethnoscience was integrated into diverse forms such as sustainable farming, fisheries, ethnobotany, material culture, rituals, ethno-ecology, and local food knowledge, often reconstructed into e-modules, digital media, and Ethno-STEM approaches. Conservation topics ranged from biodiversity, forests, and water management to marine ecosystems, cultural heritage, disaster risk reduction, and environmental ethics. Reported outcomes demonstrated improvements in conceptual understanding, problem solving, and creativity, alongside strengthened ecoliteracy, cultural identity, and conservation-oriented values. Overall, the review underscores ethnoscience as a promising bridge between indigenous knowledge and modern science education. However, the field remains fragmented, with many studies emphasizing conceptual development rather than systematic classroom validation. Future research should prioritize empirical testing, integration with contemporary pedagogies, cross-cultural comparisons, and deeper analysis of behavioral and conservational engagement to advance ethnoscience-based conservation education. © 2026, Malque Publishing. All rights reserved.
Universitas Negeri Semarang, Indonesia; Universitas Negeri Yogyakarta, Indonesia
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