The contribution of local wisdom integrated science learning model to the students scientific communication skill on ecology learning
DOI:
https://doi.org/10.26555/bioedukatika.v8i3.15015Keywords:
Ecology, Local wisdom, Scientific communication skillsAbstract
Science learning can be integrated with local culture in the form of learning models. This study aimed to analyze the contribution of the local wisdom integrated science (LWIS) learning model in practicing scientific communication skills of prospective science teachers in Ecology learning. This study used a quasi-experimental of posttest only control design and purposive sampling technique from prospective science teachers at Trunojoyo University, Madura. The research instrument was a test of scientific communication skills, observations of the implementation of the LWIS learning model, questionnaire and interview responses of prospective science teachers to ecological learning using the LWIS learning model. Data analysis techniques used the t-test significance level of 5%. The results showed that (1) there were differences in the scientific communication skills of prospective science teachers after using the LWIS learning model of significance of 0.014 < 0.05 and - tcount < ttable < tcount (-2.528 < 1.9996 < 2.528), (2) scientific communication skills in the experimental class by 94.87% (high) > control class by 88.03% (high), (3) implementation of the LWIS learning model obtained an average value of 100% (very good), and (4) the response of prospective science teachers obtained an average value of 89.40% (very good) for the experimental class and the prospective science teacher said that the learning model was new, easy to use, developed scientific communication skills. Thus it can be concluded that the LWIS learning model contributes positively in training the scientific communication skills of prospective science teachers in Ecology learning.
References
Ab Latif, R., Mohamed, R., Dahlan, A., & Mat Nor, M. Z. (2016). Concept mapping as a teaching tool on critical thinking skills and academic performance of diploma nursing students. Education in Medicine Journal, 8(1), 67–74. https://doi.org/10.5959/eimj.v8i1.406
Aikenhead, G. S. (2006). Science education for everyday life: Evidence-based practice. Retrieved from https://books.google.co.id
Ameyaw, Y. (2011). Environmental pedagogies that promote students understanding of integrated science (biologi aspect). Journal of Education, 1(1), 10–15.
Anwar, M. A. (2010). Role of information management in the preservation of indigenous knowledge. Pakistan Journal of Information Management and Libraries, 11(1), 456–603. Retrieved from http://journals.pu.edu.pk/journals/index.php/pjiml/article/view/792/427
Arends, R. I. (2012). Learning to teach. London: McGraw-Hill.
Atay, S., & Karabacak, Ü. (2012). Care plans using concept maps and their effects on the critical thinking dispositions of nursing students. International Journal of Nursing Practice, 18(3), 233–239. https://doi.org/10.1111/j.1440-172X.2012.02034.x
Azwar, S. (2016). Reliabilitas dan validitas. Yogyakarta: Pustaka Pelajar.
Baynes, R., & Austin, J. (2012). Indigenous knowledge in the Australian National Curriculum for Science: from conjecture to classroom practice. Paper Presented at the 5th Biennial International Indigenous Development Research Conference, 1–12. Retrieved from http://eprints.usq.edu.au/id/eprint/23219
Bybee, R. (2010). The teaching of science: 21st century perspective. Retrieved from https://books.google.co.uk
Cals, J. W. L., & Kotz, D. (2013). Effective writing and publishing scientific papers, part III: introduction. Journal of Clinical Epidemiology, 66(7), 702. https://doi.org/10.1016/j.jclinepi.2013.01.004
Davies, A., Fidler, D. and Gorbis, M. (2011). Future Work Skills 2020. In University of Phoenix Research Institute. Retrieved from http://hdl.voced.edu.au/10707/194830
Deryati, P., Abdurrahman, A., & Maharta, N. (2013). Pengaruh keterampilan berkomunikasi sains menggunakan pendekatan multiple representations terhadap literasi sains siswa. Jurnal Pembelajaran Fisika, 1(2), 67–77. Retrieved from http://jurnal.fkip.unila.ac.id/index.php/JPF/article/view/252/111
Duran, M. (2014). A Study on 7 th grade students’ inquiry and communication competencies. Procedia - Social and Behavioral Sciences, 116(1), 4511–4516. https://doi.org/10.1016/j.sbspro.2014.01.976
Emda, A. (2018). Kedudukan motivasi belajar siswa dalam pembelajaran. Lantanida Journal, 5(2), 172–182. https://doi.org/10.22373/lj.v5i2.2838
Flinner, K., Roberts, S. J., Norlander, R. J., Beharry, S., & Fraser, J. (2016). Final evaluation report: Libraries transforming communities (NewKnowledge publication #NPO.074.175.06). Retrieved from http://www.ala.org/tools/sites/ala.org.tools/files/content/Summative Report_ALA LTC_2016 01 18.pdf
Gondwe, M., & Longnecker, N. (2015). Scientific and cultural knowledge in intercultural science education: Student perceptions of common ground. Research in Science Education, 45(1), 117–147. https://doi.org/10.1007/s11165-014-9416-z
Gulacar, O., Overton, T. L., & Bowman, C. R. (2013). A closer look at the relationships between college students’ cognitive abilities and problem solving in stoichiometry. Eurasian Journal of Physics and Chemistry Education, 5(2), 144–163. Retrieved from http://www.ijpce.org/index.php/IJPCE/article/view/80
Idin, S. (2018). An overview of STEM education and industry 4.0. In M. Shelley & S. A. Kiray (Eds.), Research Highlights in STEM Education (pp. 194–208). Retrieved from https://www.isres.org/
Iksan, Z. H., Zakaria, E., Meerah, T. S. M., Osman, K., Lian, D. K. C., Mahmud, S. N. D., & Krish, P. (2012). Communication skills among University Students. Procedia - Social and Behavioral Sciences, 59, 71–76. https://doi.org/10.1016/j.sbspro.2012.09.247
Koizumi, H. (2017). Scientific Learning and Education for Human Security and Well-Being. In Children and Sustainable Development (Vol. 6, pp. 239–257). https://doi.org/10.1007/978-3-319-47130-3_18
Kurniawati, A. A., Wahyuni, S., & Putra, P. D. A. (2017). Utilizing of comic and jember’s local wisdom as integrated science learning materials. International Journal of Social Science and Humanity, 7(1), 47–50. Retrieved from http://www.ijssh.org/vol7/793-HS0071.pdf
Kyllonen, P. C. (2012). Measurement of 21st century skills within the common core state standards. Invitational Research Symposium on Technology Enhanced Assessments, 1–24. Retrieved from https://oei.org.ar/ibertic/
Lee, J., Lapira, E., Bagheri, B., & Kao, H. (2013). Recent advances and trends in predictive manufacturing systems in big data environment. Manufacturing Letters, 1(1), 38–41. https://doi.org/10.1016/j.mfglet.2013.09.005
Mahanal, S., Avila, S., & Zubaidah, S. (2018). Potensi model pembelajaran biologi berbasis Reading-Concept Map-Cooperative Script (REMAP-CS) dan gender terhadap keterampilan berpikir kritis siswa SMA Kota Malang. Prosiding Seminar Nasional Pendidikan Biologi, 186–190. Retrieved from http://www.jurnalfkip.unram.ac.id/index.php/SemnasBIO/article/view/695
McNeill, K. L. (2011). Elementary students’ views of explanation, argumentation, and evidence, and their abilities to construct arguments over the school year. Journal of Research in Science Teaching, 48(7), 793–823. https://doi.org/10.1002/tea.20430
Mungmachon, R. (2012). Knowledge and local wisdom : Community treasure. International Journal of Humanities and Social Science, 2(13), 174–181. Retrieved from http://www.ijhssnet.com/journals/Vol_2_No_13_July_2012/18.pdf
Ogan-Bekiroglu, F., & Aydeniz, M. (2013). Enhancing pre-service physics teachers’ perceived self-efficacy of argumentation-based pedagogy through modelling and mastery experiences. EURASIA Journal of Mathematics, Science and Technology Education, 9(3), 233–245. https://doi.org/10.12973/eurasia.2013.932a
Pornpimon, C., Wallapha, A., & Prayuth, C. (2014). Strategy challenges the local wisdom applications sustainability in schools. Procedia - Social and Behavioral Sciences, 112(Iceepsy 2013), 626–634. https://doi.org/10.1016/j.sbspro.2014.01.1210
Ratumanan, T. G., & Laurens, T. (2011). Penilaian hasil belajar pada tingkat satuan pendidikan. Surabaya: Yayasan Pengkajian Pengembangan Pendidikan Indonesia Timur dan UNESA.
Sapriadil, S., Setiawan, A., Suhandi, A., Malik, A., Safitri, D., Lisdiani, S. A. S., & Hermita, N. (2018). Optimizing students’ scientific communication skills through higher order thinking virtual laboratory (HOTVL). Journal of Physics: Conference Series, 1013, 012050. https://doi.org/10.1088/1742-6596/1013/1/012050
Sasson, I., & Dori, Y. J. (2015). A three-attribute transfer skills framework – part II: applying and assessing the model in science education. Chemistry Education Research and Practice, 16(1), 154–167. https://doi.org/10.1039/C4RP00120F
Savelsbergh, E. R., de Jong, T., & Ferguson-Hessler, M. G. M. (2011). Choosing the right solution approach: The crucial role of situational knowledge in electricity and magnetism. Physical Review Special Topics - Physics Education Research, 7(1), 010103. https://doi.org/10.1103/PhysRevSTPER.7.010103
Schwab, K. (2017). The fourth industrial revolution. Retrieved from https://books.google.co.id/
Spektor-Levy, O., Eylon, B.-S., & Scherz, Z. (2008). Teaching communication skills in science: Tracing teacher change. Teaching and Teacher Education, 24(2), 462–477. https://doi.org/10.1016/j.tate.2006.10.009
Suastra, I. W. (2010). Model pembelajaran sains berbasis budaya lokal untuk mengembangkan potensi dasar sains dan nilai kearifan lokal di SMP. Jurnal Pendidikan Dan Pengajaran, 43(1), 8–16. Retrieved from https://ejournal.undiksha.ac.id/index.php/JPP/article/view/1697
Sudarmin, S. (2014). Pendidikan karakter, etnosains dan kearifan lokal (konsep dan penerapannya dalam penelitian dan pembelajaran sains). Semarang: Universitas Negeri Semarang.
Sugiyono. (2015). Statistika untuk penelitian.
Sunarto, S., & Riduwan, R. (2013). Pengantar statistika untuk penelitian pendidikan, sosial, komunikasi, ekonomi, dan bisnis. Bandung: CV Alfabeta.
Tatar, E., Tüysüz, C., Tosun, C., & Ä°lhan, N. (2016). Investigation of factors affecting students’ science achievement according to student science teachers. International Journal of Instruction, 9(2), 153–166. https://doi.org/10.12973/iji.
2016.9211a
Villagonzalo, E. C. (2014). Process oriented guided inquiry learning: An effective approach in enhancing students’ academic performance. The DLSU Research Congress, 1–6. Retrieved from https://www.dlsu.edu.ph
Walker, J., Sampson, V., Grooms, J., Anderson, B., & Zimmerman, C. (2010). Argument driven inquiry: An instructional model for use in undergraduate chemistry labs. International Conference of the National Association of Research in Science Teaching (NARST), 94–126.
Wibawa, R. P., & Agustina, D. R. (2019). Peran pendidikan berbasis higher order thinking skills (Hots) pada tingkat sekolah menengah pertama di era society 5.0 sebagai penentu kemajuan bangsa Indonesia. EQUILIBRIUM : Jurnal Ilmiah Ekonomi Dan Pembelajarannya, 7(2), 137–141. https://doi.org/10.
25273/equilibrium.v7i2.4779
Xu, M., David, J. M., & Kim, S. H. (2018). The fourth industrial revolution: Opportunities and challenges. International Journal of Financial Research, 9(2), 90. https://doi.org/10.5430/ijfr.v9n2p90
Yuliana, I. (2017). Pembelajaran berbasis etnosains dalam mewujudkan pendidikan karakter siswa Sekolah Dasar. ELSE (Elementary School Education Journal): Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 1(2), 98–106. Retrieved from http://journal.um-surabaya.ac.id/index.php/pgsd/article/view/1051
Yusuf, F., & Adeoye, E. (2012). Developing critical thinking and communication skills in students: Implications for practice in education. African Research Review, 6(1), 311–324. https://doi.org/10.4314/afrrev.v6i1.26
Downloads
Published
Issue
Section
License
Authors who publish with Jurnal Bioedukatika agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
