Islamic Journal of Integrated Science Education (IJISE).
Vol.
5 No.
March 2026, pp.
DOI: https://doi.
org/10.
30762/ijise.
Islamic Journal of Integrated Science Education (IJISE) Program Studi Tadris IPA Universitas Islam Negeri (UIN) Syekh Wasil Kediri e-ISSN : 2986-0865 https://jurnalfaktarbiyah.
id/index.
php/ijise THE EFFECTIVENESS OF IMPLEMENTING LOCAL WISDOM-BASED
CHEMISTRY LEARNING MODULES IN HIGH SCHOOLS TO INCREASE
STUDENTS' INTEREST IN LEARNING: A SYSTEMATIC REVIEW
Syarifatul Mubarak1*.
Iis Juliani2.
Intan Safitri3.
Nazlia Hayati4.
Rani Yuliani5 Universitas Islam Negeri Mataram.
Nusa Tenggara Barat.
Indonesia Universitas Islam Negeri Mataram.
Nusa Tenggara Barat.
Indonesia Universitas Islam Negeri Mataram.
Nusa Tenggara Barat.
Indonesia Universitas Islam Negeri Mataram.
Nusa Tenggara Barat.
Indonesia Universitas Islam Negeri Mataram.
Nusa Tenggara Barat.
Indonesia *Correspondence E-mail: syarif.
almubarak@uinmataram.
Abstract: This study aims to analyze the effect of implementing local wisdom-based chemistry learning modules in high school on students' learning interest.
Local wisdom is a part of culture in society that can be integrated into chemistry learning to make the material more contextual and relevant to students' daily lives.
Attractive and relevant modules can enhance studentsAo comprehension, motivation, and potential.
The research method used is the Systematic Literature Review (SLR), in which data were collected from articles indexed in Google Scholar articles indexed on the SITA page.
Of 387 articles, 35 met the criteria and were fully accessible for analysis.
The results of the study indicate that implementing local wisdom-based modules that are interesting and systematically designed can improve studentsAo interest in learning.
This study concludes that integrating local wisdom into chemistry learning not only improves comprehension of the material but also fosters students' love and concern for local culture.
Keywords: Chemistry Learning Module.
Chemistry Learning Based on Local Wisdom.
Chemistry Learning Interest Article History:
Received: 02 January 2026.
Revised: 15 March 2026.
Accepted: 16 March 2026.
Published: 30 March 2026 Citation (APA Styl.
Mubarak.
Juliani.
Safitri.
Hayati.
, & Yuliani.
The Effectiveness of Implementing Local Wisdom-Based Chemistry Learning Modules in High Schools to Increase StudentsAo Interest In Learning: A Systematic Review.
Islamic Journal of Integrated Science Education (IJISE), 5.
, 28Ae44.
https://doi.
org/10.
30762/ijise.
Copyright : A 2026 by the authors.
This is an open access publication under the terms and conditions of the Creative Commons Attribution - ShareAlike 4.
0 International License (CC BY SA) .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Mubarak, et.
, 2026
Islamic Journal of Integrated Science Education (IJISE).
Vol.
5 No.
March 2026, pp.
DOI: https://doi.
org/10.
30762/ijise.
INTRODUCTION
Simple education can be interpreted as a human effort to guide human behavior in accordance with the values of society and everyday life.
According to Law No.
20 of 2003 concerning the National Education System, in paragraph 1 .
3: .
, it is stated that education is a secular effort that aims to develop learning and the learning process of students so that they can actively develop their potential to have religious spirituality, self-control, personality, intelligence, noble morals, and skills for themselves, the general public, the nation, and their Education has an important role in creating quality and high-potential humans because it is the main means to increase human potential.
Because of the importance of the education sector, every country strives to improve the quality of education so that it can compete on the global stage.
The development of Science and Technology (IPTEK) is accelerating in the era of globalization, one of which is chemistry (Hemayanti et al.
, 2.
Chemistry is a field of study that focuses on teaching students the principles, theories, composition, structure, laws, and chemical reactions that can be related to everyday life (Kurniawati et al.
, 2.
Students will have difficulty understanding chemistry material if it is presented in an unengaging manner.
Conversely, if the concepts taught are related to everyday life, students will experience meaningful learning (Asmaningrum.
Irianto, et al.
, 2018.
Asmaningrum.
Koirudin, et al.
, 2.
Because chemistry concepts are highly relevant to everyday life, systematic scientific writing through problem-solving stages is necessary (Raman et al.
, 2024.
Vo et al.
, 2.
with well-designed teaching tools to facilitate student understanding of the concepts.
One systematic and engaging educational medium is a teaching Teaching modules are a medium that supports the learning process for students, especially those with visual learning styles, because they make abstract chemistry material easier to understand (Adelia et al.
, 2023.
Munawwarah et al.
, 2.
Teachers can utilize modules to improve students' understanding and encourage them to be capable and motivated to learn independently (Dini et al.
, 2023.
Sidauruk et al.
, 2.
Therefore, teaching modules need to be designed in an engaging, efficient, and innovative manner, tailored to students' needs and characteristics (Errabo & Ongoco, 2.
Furthermore, modules should also introduce elements of local culture (Fauziah & Ihsan, 2024.
Nugraheni & Pratomo, 2.
Developing learning modules that incorporate local wisdom values can help students achieve their learning objectives and foster awareness of preserving, caring for, and developing their surrounding environment (Saputra et al.
, 2.
Mubarak, et.
, 2026
Islamic Journal of Integrated Science Education (IJISE).
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DOI: https://doi.
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30762/ijise.
Local wisdom is an inseparable part of a community's culture.
Local wisdom encompasses cultural values embedded within communities, including the use of local materials, which are part of a particular community's traditions (Hanapi et al.
, 2025.
Rasidi & Istiningsih, 2.
Local wisdom in chemistry learning can be used as an approach to chemistry learning, making it contextual and relevant to students' environments (Wahyudiati, 2022.
Wahyudiati & Fitriani, 2.
Therefore, it is necessary to delve deeper into the importance of integrating local wisdom into school learning, particularly in relation to the teaching modules This aims to ensure that learning not only provides students with knowledge but also instills a love and concern for the diversity of local cultures in their environment.
This study will also discuss the impact of implementing local wisdom-based learning and the steps teachers can take to integrate it.
It is hoped that this study will encourage teachers to design and implement local wisdom-based learning in schools.
However, in reality, high school students often show low interest and motivation in learning chemistry (Liu et al.
, 2022.
Whatoni & Sutrisno, 2.
One of the main causes is the lack of engaging and contextual learning approaches, which leads to low enthusiasm and ultimately affects student learning outcomes (Huda & Rohaeti, 2.
Although teaching modules have been widely used to support independent learning, many existing modules have not optimally integrated contextual elements such as local wisdom, which could make learning more meaningful and relevant to studentsAo daily lives.
Learning motivation plays a crucial role in determining studentsAo engagement and success in the learning process.
It acts as a driving force that encourages students to actively participate, maintain attention, and develop a positive attitude toward learning (InAoam & Sutrisno, 2021.
Otoo et al.
, 2018.
Usman & Rahmawati, 2.
Therefore, integrating local wisdom into chemistry learning modules is expected to create a more engaging and meaningful learning experience that can enhance studentsAo learning interest.
Based on these gaps, this study aims to specifically investigate the effect of implementing local wisdom-based chemistry learning modules on high school studentsAo learning interest.
AuDoes the use of local wisdom-based chemistry learning modules significantly improve studentsAo learning interest compared to conventional learning approaches?Ay Mubarak, et.
, 2026
Islamic Journal of Integrated Science Education (IJISE).
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DOI: https://doi.
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30762/ijise.
METHOD
This research is a literature study using the Systematic Review (SR) method, commonly referred to as a Systematic Literature Review (SLR) (Torres-Carrion et al.
, 2.
This is a systematic technique for collecting, critically examining, integrating, and compiling the results of various research studies on a research question or topic of interest (Lame, 2.
The research began by finding articles related to the research topic to be studied (Nightingale, 2.
The literature search began using data contained in the GS articles indexed on the Sinta page, which served as the primary source of data for this research.
The literature search used the keywords:
"Chemistry learning module.
Chemistry learning based on local wisdom, and interest in learning chemistry.
The literature or articles accessed were published in Indonesian.
Screening was carried out to select literature deemed appropriate and relevant to the research title.
The literature retrieved was published between 2015 and 2025.
The literature search identified a large number of articles from Indonesian national journals, totaling 387.
After duplication and filtering, 278 articles were found published between 2015 and 2025.
Then, 76 articles related to the research topic were selected from several sources.
After further analysis, 35 articles were available for free download.
Articles defined from google scholar database .
After the article was analyzed according to the theme in the database, it was removed .
After the articles were analyzed according to the year in the database, they were removed .
After analysis, articles that can be downloaded for free in the database were removed .
Figure 1.
Systematic Literature Review Scheme Mubarak, et.
, 2026
Islamic Journal of Integrated Science Education (IJISE).
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Data analysis was conducted using a thematic approach, grouping the literature based on emerging themes or patterns, such as the type of local wisdom approach used, the learning outcomes achieved, and the obstacles encountered in its implementation.
The results of this analysis were then synthesized to develop conclusions that describe the influence of local wisdom-based learning approaches on the comprehensive and evidence-based understanding of chemistry concepts FINDING AND DISCUSSION This stage is also known as the research and data collection stage.
This stage is carried out by analyzing the impact of implementing local wisdom-based teaching modules in high schools to increase student learning interest.
The implementation of local wisdom-based chemistry learning modules is an educational innovation that aims to bridge learning materials with local wisdom that exists in students' daily lives.
This module aims to facilitate students' understanding of chemistry material.
This module is implemented with a constructivist This can enable students to construct material concepts independently (Wulandari et , 2.
The material presented in the module is also linked to everyday life and local wisdom with the aim of students understanding chemistry material comprehensively.
Karyadi et al.
stated that the local wisdom-based learning process can enable students to use their scientific abilities to understand the environment (Albar et al.
, 2025.
Lubis et al.
, 2.
The scientific process can be one of the characteristics of the local wisdom approach.
This is in accordance with the basic framework of the Merdeka curriculum.
Based on the Pancasila student profile, which is lifelong competence, six main characteristics are outlined: .
Faith and devotion to God Almighty, and noble character.
Global diversity.
Mutual cooperation.
Creativity.
Critical thinking.
Independence.
Indonesian students maintain a noble culture and are open-minded to respect each other's feelings when interacting with other cultures (Majir, 2.
Local wisdom in the new education system is part of the independent curriculum, which instructs students to love and appreciate their country's culture.
Lifelong learning through local wisdom can expand students' abilities and support the realization of the Pancasila student The Pancasila student profile is an effort to build character based on Pancasila values , and can be implemented in daily life to improve the quality of education in Indonesia (Jamaluddin et al.
, 2.
The chemistry learning module is presented in full color to stimulate students' interest in The module's content not only presents material but also includes a column on the history of Pekalongan batik, new insights, and ethnoscience chemistry puzzles.
This Mubarak, et.
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ethnoscience learning module also encourages the preservation of batik culture.
In presenting the material, students are encouraged to develop concepts so that the material will be retained in their minds for a longer period.
Despite the advantages mentioned above, the ethnoscienceoriented module also has drawbacks: its users are still limited to students in Pekalongan.
Furthermore, the culture discussed focuses solely on batik .
ithout addressing other ethnicities/culture.
Descriptions of the selected articles are shown in the Table 1.
Table 1.
list of some studies and the findings of implementing local wisdom-based chemistry learning modules Authors Methods Subjects Findings Aminah et R&D (Research and Class XI Valid 83.
25%, practical 91.
13% and , 2024 Developmen.
4-D model Ayu et al.
R&D With ADDIE Model Class XI E-modules based on ethno-stem were validated with a score of 0.
91 on the assessment scale and categorized as very The sample in this study, namely 65 students, had an average score of 94, indicating that it was very practical.
Riza et al.
Development using Class XII
4-D model design
IPA
Valid by material experts .
verage 30%), .
verage Astuti et al.
Research And Class XI Development (R&D) MIA 1 Agussalim Research Class XI et al.
, 2021
Development Irfandi Research And IPA And , 2018 Development Lia et al.
Research Development (RnD) Class X Valid, effective, and practical Validity results from material experts, media experts, and practitioners The validation test results were 92.
categorized as valid.
Class X Valid stage I expert value 82.
67%, valid stage II increased by 90% ADDIE development design.
Mubarak, et.
, 2026
Islamic Journal of Integrated Science Education (IJISE).
Vol.
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March 2026, pp.
DOI: https://doi.
org/10.
30762/ijise.
Irmita.
Research Development Class XI Valid according to material experts, media and subject teachers, indicated by a value of 0.
Handayani R&D (Research and et al.
, 2022
Developmen.
Class XI The feasibility level is 0.
83, very IPA feasible and very practical at 89.
Table 2.
Types of local wisdom Authors Locam Wisdom Subject Region Tangio et al.
, 2023
Local plants Merantai Vilage Firdaus et al.
, 2021
Foods Betawi Fatkhiyani, 2018 Foods Cirebon Ardian Hangga Kelana Foods Papua Plants Lombok et al.
, 2025
Khery et al.
, 2022
Various studies have shown that local wisdom-based chemistry learning modules contribute to improving students' cultural understanding and learning interests.
For example, a study by Toharudin & Kurniawan, 2017 suggests that local wisdom encompasses various values that grow and develop within communities.
These values have significant potential to serve as a foundation for developing educational values.
Introducing local wisdom values to the younger generation can be done through learning activities in schools, universities, and other non-formal educational settings.
This aligns with the view that learning that emphasizes local potential is expected to develop regional excellence and foster student creativity and character (Mannan et , 2.
When students learn something familiar from their parents' or community's lives, the learning process becomes more enjoyable.
Furthermore, local wisdom plays a crucial role in maintaining students' closeness to the school environment and encouraging teacher involvement in learning that is relevant to students' lives (Hairida, 2.
Quality and Strength of Reviewed Studies Based on Table 1, most of the reviewed studies employed Research and Development (R&D) designs, such as the 4-D and ADDIE models, focusing primarily on validity and practicality testing of local wisdom-based chemistry modules.
The reported results consistently indicate high validity .
, >80%) and practicality levels.
Mubarak, et.
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However, a critical examination reveals several limitations.
First, most studies emphasize product feasibility .
alidity and practicalit.
rather than measuring learning outcomes or learning interest experimentally.
Only a limited number of studies explicitly evaluate the effectiveness of the modules in improving studentsAo learning interest.
Second, the sample sizes are relatively small and restricted to specific classes or schools, which limits the generalizability of the findings.
Third, many studies lack control or comparison groups, making it difficult to conclude causal relationships between the use of modules and increased learning interest.
Therefore, although existing studies suggest that local wisdom-based modules are valid and practical, the empirical evidence supporting their effectiveness in increasing learning interest is still limited and requires more rigorous experimental investigation.
Relevance of Local Wisdom in Chemistry Learning Studies summarized in Table 2 demonstrate that local wisdom, such as local plants, traditional foods, and regional practices, can contextualize chemistry learning.
This aligns with previous findings that integrating local culture into learning enhances studentsAo connection to the material and makes learning more meaningful.
For instance, the use of natural plant-derived indicators .
, starfruit flower extrac.
provides a concrete example of how abstract chemical concepts like acid-base theory can be linked to studentsAo daily experiences.
This contextualization supports studentsAo conceptual understanding and promotes environmentally friendly practices.
However, the reviewed studies also show that the integration of local wisdom is often limited in scope, focusing only on specific cultural elements .
, batik in Pekalonga.
This indicates that while the approach is promising, its implementation is not yet diverse or scalable across different regions and cultural contexts.
Meanwhile, utilizing natural resources, such as plants, as content and learning media is one way to integrate chemical concepts into everyday life.
For example, when studying acids and bases, specifically determining whether a solution is acidic or basic, organoleptic testing cannot be used to determine the taste of acidic and basic solutions because some acidic and basic solutions are toxic if ingested (Andarias, 2018.
Nurhujaimah et al.
, 2.
Therefore, an acid-base indicator, known as pH, is needed to determine whether a solution is acidic, basic, or The acidity or basicity of a solution can be determined by observing the color changes in the acidic and basic solutions (Solang et al.
, 2.
Furthermore, various studies have been conducted on the use of plants as learning media in chemistry.
One example is the use of starfruit (Averrhoe bilimbi L.
) as a natural indicator to identify acidic and basic solutions.
In laboratory practice, synthetic litmus paper is commonly Mubarak, et.
, 2026
Islamic Journal of Integrated Science Education (IJISE).
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DOI: https://doi.
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30762/ijise.
used to test the acidity or alkalinity of a solution.
Although this litmus paper is durable and durable, it is quite expensive, and its use can have a negative impact on the environment.
As a more environmentally friendly alternative, starfruit flower extract can be used as a natural Starfruit flowers were selected for their striking color, particularly their intense purple, and for their anthocyanin content, which functions as a pH-sensitive dye.
This natural indicator from starfruit flowers can be developed into paper form by dipping filter paper into the flower extract, resembling artificial litmus paper.
Impact on StudentsAo Learning Interest The literature suggests that local wisdom-based modules can increase studentsAo interest in learning by making it more engaging, contextual, and meaningful.
Indicators of learning interest include attention, curiosity, active participation, and enjoyment during learning However, the relationship between local wisdom-based modules and learning interest is not always directly measured.
Many studies infer increased interest from positive student responses or practical results, rather than using standardized instruments to measure learning This indicates that while there is strong theoretical support for the role of local wisdom in enhancing motivation, empirical evidence remains indirect and somewhat limited.
Other Factors Influencing Learning Interest The findings also highlight that studentsAo learning interest is influenced by multiple factors beyond instructional modules, such as .
Learning time management, .
Teaching methods, .
StudentsAo prior motivation, and .
the abstract nature of chemistry content.
This suggests that local wisdom-based modules alone are not sufficient to fully address low learning interest.
Instead, they should be integrated with effective pedagogical strategies and supportive learning environments.
As mentioned above, students' learning interests are not only determined by local wisdom-based learning modules but also by various other factors.
Learning interest can be identified through several indicators, including feelings of enjoyment or liking for learning activities, a tendency to prefer learning activities over others, a sense of interest, an awareness of the need to learn independently without being instructed, active involvement in the learning process, and the ability to concentrate during learning activities.
However, in reality, many high school students lack interest in chemistry.
Not all high school students have a high level of learning interest (Hemayanti et al.
, 2020.
Huda & Rohaeti.
Mubarak, et.
, 2026
Islamic Journal of Integrated Science Education (IJISE).
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DOI: https://doi.
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30762/ijise.
Students' low interest in chemistry is due to the abstract nature of the material, which tends to be difficult to understand (Huda & Rohaeti, 2023.
Uswatun & Mubarak, 2.
Meanwhile, learning interest will not develop without motivating factors that tap into students' emotions.
One motivating factor that influences learning interest is learning time.
learning time is managed appropriately, it can encourage greater student interest in learning, optimize the learning process, and improve learning outcomes.
On the other hand, learning interest can be seen through curiosity, attention, participation, and the drive or awareness to learn.
Student learning interest is not solely measured by learning outcomes, but is also reflected in a deep interest in something, a preference for certain activities, and a tendency to actively participate in various activities (Otoo et al.
, 2.
Learning interest is evident through students' expressions of joy, attention, interest, awareness, involvement, and Synthesis and Research Gap Overall, the reviewed studies indicate that local wisdom-based chemistry learning modules are valid, practical, and theoretically promising for enhancing learning interest.
However, there are notable gaps .
Lack of experimental or quasi-experimental studies, .
Limited measurement of learning interest as a primary variable, and .
Restricted contextual diversity of local wisdom integration Therefore, this study is important because it aims to provide more robust empirical evidence by directly examining the effect of local wisdom-based chemistry learning modules on studentsAo interest in learning chemistry.
CONCLUSION
Based on the literature review of 35 selected articles indexed in Google Scholar and SINTA, it can be concluded that the implementation of local wisdom-based chemistry learning modules shows promising potential to enhance studentsAo learning interest.
This is mainly because the materials are contextual and closely related to studentsAo daily lives, which can encourage greater engagement, participation, and motivation in the learning process.
However, this conclusion should be interpreted with caution.
Most of the reviewed studies focus primarily on validity and practicality aspects, with limited empirical evidence from rigorous experimental designs that directly measure studentsAo learning interest.
In addition, the scope of the review is restricted to specific databases and contexts, which may limit the generalizability of the findings.
Mubarak, et.
, 2026
Islamic Journal of Integrated Science Education (IJISE).
Vol.
5 No.
March 2026, pp.
DOI: https://doi.
org/10.
30762/ijise.
Therefore, further research using more robust methodologies and broader data sources is needed to confirm the effectiveness of local wisdom-based chemistry learning modules in improving studentsAo learning interest.
LIMITATION
This study has limitations because it only used articles accessed through Google Scholar and was limited to Indonesian-language articles that can be downloaded for free.
This limits the scope of the data analyzed and may not represent the full range of research relevant to the topic.
Consequently, further research is recommended to expand literature sources from other, more diverse databases and consider the use of foreign-language articles to obtain more comprehensive and in-depth results.
REFERENCES