An Ethnobiology-Based Instructional Model Integrating Indigenous Papuan Knowledge: The Mediating Role of Systems Thinking in Enhancing Environmental Literacy
Abstract
This study investigates the development and effectiveness of an ethnobiology-based instructional model integrating Indigenous Papuan knowledge in enhancing environmental literacy through systems thinking. A design-based research approach combined with a quasi-experimental design was employed, involving 72 undergraduate students in a Biology Education program in Papua, Indonesia. Data were collected using a mixed-methods approach, including environmental literacy questionnaires, systems thinking performance tasks, and qualitative observations. Quantitative data were analyzed using paired sample t-tests, effect size (Cohen’s d), and mediation analysis with bootstrapping procedures, while qualitative data were analyzed thematically.
The results revealed significant improvements in environmental literacy (t = 14.27, p < .001, d = 1.68) and systems thinking (t = 15.11, p < .001, d = 1.78). A strong positive relationship was found between systems thinking and environmental literacy (r = 0.72, p < .001). Importantly, mediation analysis confirmed that systems thinking serves as a significant mediating mechanism linking the instructional model to environmental literacy outcomes. Qualitative findings further indicated increased student engagement, deeper conceptual understanding, and improved ability to analyze complex environmental systems.
These findings demonstrate that integrating Indigenous knowledge within an ethnobiology-based and systems-oriented instructional framework provides a theoretically grounded and effective approach for strengthening environmental literacy and sustainability competencies in higher education.
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