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Preserving Traditional Knowledge of Prospective Biology Teachers through Science Integrated Learning with Next-Generation Science Standards

Jurnal Pendidikan IPA Indonesia · Vol. 13 No. 4 (2024)

DOI
10.15294/c0j2gy65
ISSN
2089-4392, 2339-1286
Published
2024-11-30
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

This study aims to find the relationship between prospective biology teachers' ethnicity and teaching skills to preserve indigenous knowledge in Indonesia. The research intervention integrates the Science Integrated Learning (SIL) model with NGSS dimensions in the teaching practices of prospective biology teachers. The method chosen was embedded experimental with a quasi-experimental design consisting of three stages: a qualitative stage before, a qualitative stage during, and a qualitative stage after the intervention. The research targets were 60 prospective science teachers in two different cluster universities, each with 30 prospective teachers. Interpretation of quantitative and qualitative data in the form of statistical test results. The analysis of the comparison test using the t-statistic model obtained a difference in the average score of microteaching practice of 0.3, with an average of the first practice of 2,613 with a standard deviation of 0.3024 and the second practice of 2,921 with a standard deviation of 0.3122. The second microteaching practice experienced an increase in scores from the first practice. The study concluded that prospective biology teachers' skills in preserving indigenous Indonesian traditional knowledge can be realized through the SIL Model integrated with NGSS. The research results allow prospective teachers to utilize students' experiences as learning sources and hopefully can contribute on the development of prospective teacher education policies oriented toward preserving Indigenous knowledge in Indonesia.

Keywords

Collaboration network of the authors

24 authors · 42 co-authorship links · 12 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Universitas Tidar
  • Sultan Idris Education University
  • University of Miyazaki
  • The University of Sydney
  • Hiroshima University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Zaenuri ZaenuriState University of Semarang1
Subhan SubhanState University of Semarang1
Daiki NakamuraUniversity of Miyazaki1
Rahina NugrahaniState University of Semarang1
Arka YanitamaState University of Semarang1
Melissa Salma DarmawanState University of Semarang1
Setiyo PrajokoUniversitas Tidar1
A. F. MarisUniversitas Tidar1
Arum Nisma WulanjaniThe University of Sydney1
Kosuke ShimizuHiroshima University1
Miranita KhusniatiState University of Semarang1
N. R. FitrianiState University of Semarang1
Siti AlimahState University of Semarang1
Aprilia Puji LestariState University of Semarang1
ilda rizkya juliyaniAffiliation unknown1
Fitri Ayu FatimahState University of Semarang1
Muhamad TaufiqState University of Semarang1
Novi Ratna DewiState University of Semarang1
Bela Kurnia Dwi PutriState University of Semarang1
Stephani Diah PamelasariState University of Semarang1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Preserving Traditional Knowledge of Prospective Biology Teachers through Science Integrated Learning with Next-Generation Science Standards</dc:title>
	<dc:creator xml:lang="en">Sukmawati, Ika</dc:creator>
	<dc:creator xml:lang="en">Widiyatmoko, Arif</dc:creator>
	<dc:creator xml:lang="en">Tawang, Alene</dc:creator>
	<dc:creator xml:lang="en">Muhlisin, Ahmad</dc:creator>
	<dc:subject xml:lang="en">prospective biology teacher</dc:subject>
	<dc:subject xml:lang="en">traditional</dc:subject>
	<dc:subject xml:lang="en">Science Integrated Learning</dc:subject>
	<dc:subject xml:lang="en">Next Generation Science Standards</dc:subject>
	<dc:description xml:lang="en">This study aims to find the relationship between prospective biology teachers' ethnicity and teaching skills to preserve indigenous knowledge in Indonesia. The research intervention integrates the Science Integrated Learning (SIL) model with NGSS dimensions in the teaching practices of prospective biology teachers. The method chosen was embedded experimental with a quasi-experimental design consisting of three stages: a qualitative stage before, a qualitative stage during, and a qualitative stage after the intervention. The research targets were 60 prospective science teachers in two different cluster universities, each with 30 prospective teachers. Interpretation of quantitative and qualitative data in the form of statistical test results. The analysis of the comparison test using the t-statistic model obtained a difference in the average score of microteaching practice of 0.3, with an average of the first practice of 2,613 with a standard deviation of 0.3024 and the second practice of 2,921 with a standard deviation of 0.3122. The second microteaching practice experienced an increase in scores from the first practice. The study concluded that prospective biology teachers' skills in preserving indigenous Indonesian traditional knowledge can be realized through the SIL Model integrated with NGSS.  The research results allow prospective teachers to utilize students' experiences as learning sources and hopefully can contribute on the development of prospective teacher education policies oriented toward preserving Indigenous knowledge in Indonesia.
 </dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-11-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/13937</dc:identifier>
	<dc:identifier>10.15294/c0j2gy65</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 13 No. 4 (2024): December 2024</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v13i4</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/13937/2812</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Jurnal Pendidikan IPA Indonesia</dc:rights>
</oai_dc:dc>