Transforming the Ethnochemistry Technology Lecture Model: Integrating Digital Literacy and Character Education

Abstract

Papua, Indonesia, has a rich ethnochemical heritage, including plant-based dyeing and starch processing, that is rarely represented in tertiary chemistry curricula. At the same time, uneven internet connectivity constrains students’ opportunities to develop robust digital literacy. These dual challenges highlight a need for e-learning models that are culturally grounded, technologically adaptive, and pedagogically transformative. This study redesigned an Ethnochemistry Technology lecture into a low-bandwidth, culturally embedded, and virtue-infused e-learning model to improve students’ digital literacy and character outcomes measurably. Using a semester-long Design-Based Research approach at a public university in Jayapura, the course integrated Papuan case vignettes, flipped and HyFlex delivery, downloadable H5P interactives, short micro-lectures, an augmented-reality dye-extraction lab with offline alternatives, communal reflection journals, peer mentoring, and a service-learning partnership with a village craft cooperative. Cultural consultants, including community elders and a dye artisan, ensured epistemic authenticity. Learning tasks were aligned with Kurikulum Merdeka virtues, respect for local wisdom, collaboration, and environmental stewardship, and mapped to UNESCO digital-literacy domains. Findings indicate substantial and educationally meaningful gains in digital literacy and character mastery. Students demonstrated great improvement across all digital-literacy domains, alongside marked increases in demonstrated respect for local wisdom, collaborative engagement, and environmental responsibility. Engagement indicators also rose consistently throughout the semester, particularly during immersive and community-linked activities. Qualitative feedback revealed heightened confidence in evaluating digital sources and a deeper recognition of chemistry within local cultural practices. Beyond local impact, this study contributes to e-learning practice by presenting a scalable blueprint for culturally responsive, low-bandwidth digital pedagogy in resource-constrained contexts. It advances the field of e-learning in Papua by validating indigenous knowledge as a central epistemic resource in technology-enhanced higher education. The model demonstrates that digital transformation need not marginalize local culture; instead, it can amplify it. Future research should explore multi-campus replication, long-term retention effects, and adaptation for additional Indigenous language communities.