Aisyah Ali, Singgih Bektiarso, Auldry Fransje Walukow, Erlia Narulita, Ismail Ismail
This study investigates the psychometric properties of a questionnaire designed to assess pre-service elementary school teachers’ engagement and readiness within the context of ethnoscience-based inquiry learning. Ethnoscience integrates scientific knowledge with local cultural practices, aiming to enhance scientific literacy and critical thinking. The questionnaire was developed based on six key indicators Cultural Representation (CR), Connectivity with the Environment (CE), Student Engagement (SE), Integration with Other Lessons (IL), Representation of Values (RV), and the Reconstruction of Original Science into Scientific Science (ROSSS). Content validity was established through expert review, and a pilot study was conducted before full implementation. Using Rasch analysis, the instrument's validity and reliability were tested using data from 197 randomly selected pre-service teachers. Findings indicate that female participants showed significantly higher engagement, especially in SE (M = 4.62 vs. 2.83, t = 2.73, p = 0.007) and ROSSS (t = 2.40, p = 0.019). Overall, the questionnaire revealed medium to high levels of readiness. While the instrument demonstrates promising psychometric quality, limitations related to self-report bias, sampling representativeness, and cultural specificity should be considered. This study provides an evidence-based tool to support more inclusive and culturally relevant science education practices. © 2026, Firtina Academy. All rights reserved.
Universitas Negeri Jember, Indonesia; Cendrawasih University, Indonesia; Universitas Pendidikan Indonesia, Indonesia
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