Integration of Artificial Intelligence, Digital Multimedia, and Indigenous Knowledge In Science Education: A Systematic Review

Nuriyana Eka Arsanti; Asri Widowati; Winarto

doi:10.55681/nusra.v7i3.6240

Authors

Nuriyana Eka Arsanti Master of Science Education Study Program, Universitas Negeri Yogyakarta, Indonesia
Asri Widowati Master of Science Education Study Program, Universitas Negeri Yogyakarta, Indonesia
Winarto Master of Science Education Study Program, Universitas Negeri Yogyakarta, Indonesia

DOI:

https://doi.org/10.55681/nusra.v7i3.6240

Keywords:

Artificial Intelligence, Digital Multimedia, Indigenous Knowledge, Scientific Literacy, Sustainability Awareness

Abstract

Science education in the 21st century requires transformative approaches through the integration of Artificial Intelligence (AI), digital multimedia, and indigenous knowledge to enhance scientific literacy and sustainability awareness. However, comprehensive syntheses integrating these three elements remain limited. This study aims to (1) map research trends on the integration of AI, digital multimedia, and indigenous knowledge in science education from 2015 to 2025, (2) examine their effectiveness in improving scientific literacy, (3) analyze their contribution to sustainability awareness, and (4) identify research gaps. This study employed a systematic literature review (SLR) using the PRISMA 2020 protocol across Scopus, ScienceDirect, and Google Scholar databases. From 487 identified articles, 32 empirical and research-and-development studies met the inclusion criteria. The results indicate three major developmental phases: multimedia-augmented reality (2015-2019), pedagogy-technology integration (2020-2022), and AI-indigenous knowledge-sustainability convergence (2023-2025). The synergistic integration of these elements demonstrates greater effectiveness than conventional approaches in improving scientific literacy. Furthermore, AI and multimedia grounded in indigenous knowledge contribute to sustainability awareness through contextualization, interactive visualization, and value internalization. Five major research gaps were identified, particularly the absence of integrated learning development combining AI, digital multimedia, and Suku Anak Dalam ethnobotany within an Understanding by Design framework at the junior high school level. These findings highlight the potential for developing EthnoRimba Interactive multimedia as a comprehensive and innovative learning solution.

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