This study examines trends, contributions, and research directions related to ethnoscience-based Problem-Based Learning (PBL) models at the elementary school level during the 2019-2025. This study used a systematic literature review method with the PRISMA approach to select and analyze relevant scientific articles. Articles that met the inclusion criteria were analyzed using VOSviewer to map bibliometric visualizations, including keyword networks, authors, and research topic trends. The results showed that integrating ethnoscience in the PBL model consistently improved elementary school students' critical thinking skills, understanding of science concepts, and respect for local culture. In addition, this approach is also considered effective in increasing students' active involvement in the contextualized problem-based learning process. Research trends show a significant increase in ethnoscience approaches since 2019, especially in IPAS and science learning. VOSviewer analysis showed dominant keywords such as “ethnoscience,” “critical thinking,” and “basic education” interconnected in authorship and topic networks. This research confirms the importance of learning approaches that combine local wisdom with innovative methods such as PBL. This article recommends the need for further research that develops local culture-based learning models collaboratively between educators, communities, and education stakeholders.

Momentum merupakan besaran fisika yang abstrak sehingga membuat peserta didik kurang memahami konsep momentum dalam fisika. Media pembelajaran berbasis Scratch dapat dijadikan salah satu solusi untuk menjelaskan konsep momentum beserta materi turunannya seperti impuls dan tumbukan. Media pembelajaran juga membuat pembelajaran menjadi lebih menarik yang merupakan solusi dari permasalahan dalam pembelajaran fisika yaitu kurang menarik. Penelitian ini bertujuan untuk mengembangkan media pembelajaran dan menguji respon serta tingkat pemahaman konsep momentum, impuls, dan tumbukan mahasiswa terhadap media pembelajaran berupa permainan berbasis Scratch. Metode yang digunakan untuk penelitian ini adalah Research and Development (R&D). Hasil penelitian ini adalah telah dikembangkan media pembelajaran Berbasis Scratch Materi Momentum, Impuls, dan Tumbukan.  Respon mahasiswa setelah diterapkan media pembelajaran sebesar 87,67% dalam kategori sangat baik.  Hasil T Paired Tes menunjukkan bahawa terjadi peningkatan signifikan pemahaman konsep momentum, impuls, dan tumbukan pada mahasiswa.

Implementation The Independent Curriculum encourages teachers to plan learning that can direct participant educate For Study more broad and deep through environment surrounding areas . Teachers are required For Can develop device learning specifically teaching materials that can accommodate need Study participant educate . Based on results observations and interviews conducted , obtained data that science teachers in Tegal Regency still difficulty in compile teaching materials . This community service activity aims to provide structured training related to the development of teaching materials, integration of local wisdom, and the STEM approach to partners, namely the MGMP IPA Tegal Regency. The community service activity consistsof three stages, namely preparation, implementation, and evaluation. The results of the activity showed that the teachers were enthusiastic and provided positive feedback on the community service activities carried out. The teachers were helped by the training because it increased their knowledge related to local wisdom and the STEM approach, then gained direct experience in compiling teaching materials and LKPD.

The Merdeka curriculum organizes the physics subject into concept understanding and science process skills. However, based on interviews and observations at MAN IC Pekalongan, the development of process skills in physics learning is rarely facilitated due to the limited availability of learning media and time. This RnD research aims to develop digital learning media as an alternative solution to these problems. The analysis of learning media needs showed that teachers and students need Interactive E-Modules as learning media, applications of physics in everyday life such as STEM, and a Virtual Lab packaged with interactive and simple language. The E-Module was validated by several experts in material, learning media, and learning and was declared highly feasible with an average score of 4.5 out of 5. The posttest results showed an average score of 59.67 for both the experimental and control classes. The n-gain analysis demonstrated that the E-Module effectively improved conceptual understanding, with an n-gain value of 0.74 (high), and had a positive effect on process skills with an average value of 87.86 for the experimental class and 86.44 for the control class, with a significance value of 0.032 in the independent sample test of both classes.

Self-regulated learning is essential for students to be proactive in their learning, and creative thinking is crucial for overcoming challenges and generating innovative solutions. Project-Based Learning (PjBL) has been proposed as an effective method for teaching subjects such as renewable energy, allowing students to apply concepts in a real-world context. However, challenges persist in implementing PjBL, including student adaptation and lack of structured materials. This study aims to assess the impact of the PjBL model on students' self-regulated learning and creative thinking, identify factors that promote self-regulated learning, and understand barriers to developing creative thinking. Conducted at SMA Negeri 11 Sarolangun, this study involved two experimental classes and one control class. Using a mixed-method approach with a sequential explanatory design, this research employed a quasi-experimental method with a non-equivalent control group design. Data were collected using questionnaires, creative thinking tests, and interviews, and analyzed using parametric statistical tests and qualitative descriptive analysis. The results showed that PjBL had a significant positive impact on self-regulated learning and creative thinking, with a supportive learning environment being a key factor. The t-test results showed a significant effect on self-regulated learning (0.002) and creative thinking (0.04), both below the 0.05 threshold. Effect size analysis indicated a high impact on self-regulated learning and moderate impact on creative thinking variable.