| Sumario: | Despite Indonesia’s rich cultural heritage, its students continue to struggle with science literacy, as reflected in consistently low PISA scores. This study investigates whether integrating ethnoscience bridging scientific concepts with local knowledge can enhance science education by making it more culturally relevant and engaging. Using a qualitative-exploratory approach, the research analyzes literature, case studies, and policies to assess the viability of Ethno-STEM learning modules in Indonesia’s national curriculum. Results indicate that embedding local wisdom into science education boosts student engagement, critical thinking, and real-world application of knowledge. However, successful implementation requires structured teacher training and policy alignment, guided by Patton and Sawicki’s alternative policy criteria theory. The study also highlights socio-economic and cultural benefits tied to SDGs, particularly quality education (SDG 4) and cultural preservation (SDG 11), while addressing challenges like standardization and resource gaps. Practical recommendations are provided to support classroom integration, offering a roadmap for transforming science education through Ethno-STEM in Indonesia.
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