Speaker
Description
This study aims to analyze how the integration of traditional behaviors within the concept of educational tourism (edutourism) can serve as learning resources in chemistry education. The findings show that science education has applied innovative learning models and resources integrated with inquiry-based approaches. However, several aspects remain underdeveloped, particularly the incorporation of sustainability, the integration of traditional behaviors, and the application of edutourism to provide direct learning experiences for students. Moreover, inquiry skills have not yet been established as indicators of learning outcomes assessed at the end of courses. Observations further revealed that students’ inquiry skills are still unsatisfactory, with only 4.59% categorized as high, while the majority fall into moderate and low levels. The lowest sub-skills were identified in data analysis, hypothesis development, and problem interpretation, which appear to be influenced by limited prior knowledge and skills. Students’ perceptions of sustainability also align with these findings: while knowledge remains relatively low, attitudes, behaviors, and willingness to act reflect more positive perceptions. These results highlight the urgent need to develop learning resources that integrate traditional behaviors supporting sustainability. Such resources are expected to enhance inquiry skills, strengthen higher-order thinking abilities, and positively impact knowledge, attitudes, and sustainable behavior.
