This research aims to: (1) describe the needs of students and teachers for ethnoscience-based teaching materials to improve the Scientific Literacy skills of fourth grade students in learning science on the topic forces, (2) develop ethnoscience-based teaching materials to improve the Scientific Literacy skills of fourth grade students in learning science on the topic forces, and (3) knowing the effectiveness of ethnoscience-based teaching materials to improve the Scientific Literacy skills of fourth grade students in learning science on the topic forces.This research uses the ADDIE Research and Development model. The ADDIE model in this study is divided into three stages, namely preliminary stage (analyze), development stage (design, develop, and implement), and testing or evaluate stage. The analysis stage used qualitative method with data from observation, interviews, questionnaires, and literature review. The data validity used triangulation and the data analysis technique uses an interactive model by Miles & Huberman.The Design and Develop stage applied descriptive quantitative methods by validating materials, teaching aids, and language through expert questionnaires, adjusted to needs analysis results. The product validation used content validation with Gregory formula and the product moment correlation by Karl Pearson for the validity of scientific literacy test instrument. Implementation was conducted in two phases namely limited and extensive trials using pretest-posttest of students scientific literacy, interviews, and response questionnaires. The Evaluate stage applied a quasi-experimental method with scientific literacy tests. The results of the study show that: (1) teachers and students need ethnoscience-based teaching materials in science learning link to local culture in Sukoharjo Regency so that learning is related to students daily lives, inquiry-based, and technology; (2) the developed teaching materials in grade IV elementary school forces materials have been prepared according to the indicators of good teaching materials associated with Javanese ethnoscience in Sukoharjo Regency, and accommodate scientific literacy, and feasible for use;  and (3) effectiveness test stated that the ethnoscience-based teaching materials was effective in improving students' scientific literacy. The literacy indicators assessed are explain scientific phenomena, evaluate and design scientific investigation, and interpret scientific data and evidence. The conclusion of this study is ethnoscience-based teaching materials are quite effective in improving students' scientific literacy in grade IV The Sekolah Penggerak Program in force materials. The implication of this research is that this development product can be used as teaching material to stimulate the improvement of students' scientific literacy in science learning. The product developed can still be developed by being associated with a learning model that is suitable for learning science and other materials.