The low science literacy and problem-solving skills of students in physics learning underscore the need for a more innovative contextual approach relevant to everyday life. This study investigates the impact of problem-based learning integrated with ethnophysics in improving students’ thinking skills and science literacy. The method used was a quantitative approach, Partial Least Squares Structural Equation Modeling (PLS-SEM), applied to 100 junior high school students participating in ethnophysics learning. Four main variables were measured, namely: (i) problem-based learning tools (PBLT) integrated with ethnophysics, (ii) student engagement (SE), (iii) problem-solving skills (PSS), and (iv) scientific literacy skills (SLS). Results from the measurement model showed strong construct validity and reliability, with most indicators showing outer loadings above 0.7. The R-square values indicated that the model explained 56.9% of the variance in problem-solving skills, 41.1% in student engagement, and 47.7% in science literacy skills. Discriminant validity analysis confirmed that each construct measured different aspects of student learning. The findings in this study showed that ethnophysics integrated with PBLT significantly improved problem-solving ability and science literacy. Student feedback also indicated an increased appreciation of the cultural significance of physics concepts and confidence in applying scientific principles in everyday life. The model fit index indicated a satisfactory fit between the theoretical constructs and empirical data, although some areas for improvement were identified. This research shows how ethnophysics integrated with PBLT can enhance physics learning, offering a culturally relevant pedagogical approach and improving students’ science literacy and problem-solving. This study implies that it can provide valuable insights for educators and researchers interested in applying and teaching physics concepts through integrating local wisdom in science-physics learning. © (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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