Place-based Socioscientific Issues Approach to Enhance Prospective Natural Sciences Teachers’ Critical Reasoning

Authors

  • Yokhebed Yokhebed Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Tanjungpura, Jl. Prof. Dr. H. Hadari Nawawi, Pontianak, West Kalimantan 78124, Indonesia Author https://orcid.org/0000-0001-9517-4393
  • Mas Akhbar Faturrahman Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Tanjungpura, Jl. Prof. Dr. H. Hadari Nawawi, Pontianak, West Kalimantan 78124, Indonesia Author https://orcid.org/0009-0005-0745-1001
  • Eka Ariyati Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Tanjungpura, Jl. Prof. Dr. H. Hadari Nawawi, Pontianak, West Kalimantan 78124, Indonesia Author https://orcid.org/0000-0001-9142-1131
  • Reni Marlina Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Tanjungpura, Jl. Prof. Dr. H. Hadari Nawawi, Pontianak, West Kalimantan 78124, Indonesia Author https://orcid.org/0000-0003-0629-5113
  • Erwina Oktavianty Curriculum and Instruction Department, College of Education and Human Development, University of Minnesota, 1954 Buford Avenue, Saint Paul, Minnesota 55108, United States of America Author https://orcid.org/0000-0002-2159-3701

DOI:

https://doi.org/10.15294/biosaintifika.v18i2.53747

Keywords:

Critical reasoning, Mitragyna speciosa, place-based socioscientific, rice wine, socioscientific issues

Abstract

Critical reasoning plays a crucial role in analyzing and evaluating available information and in formulating appropriate solutions to issues arising in communities today. This role can be enhanced through a place-based socioscientific issues (SSI) approach. This study aims to enhance prospective natural sciences teachers’ critical reasoning through a place-based SSI approach in West Kalimantan in two contexts: the use of kratom (Mitragyna speciosa Korth.) and tuak (rice wine). This study employed a quasi-experimental, non-equivalent control group pretest–posttest design and involved 64 students at Universitas Tanjungpura. Data were collected using a test comprising critical reasoning dimensions: information evaluation, complexity identification, information sources credibility assessment, and multiperspective. The profile of prospective natural sciences teachers’ critical reasoning showed improvement across all dimensions. The effectiveness of the place-based SSI approach showed a statistically significant improvement (p-value < 0.05) on the dimensions of complexity identification (large effect size), information sources credibility assessment (medium effect size), and multiperspective (medium effect size). The information evaluation dimension was insignificantly different (p-value > 0.05), despite a medium effect size. The findings show that a place-based SSI approach is effective for enhancing prospective natural sciences teachers’ critical reasoning. This study strengthens the SSI-based learning literature, develops scientifically literate citizens, and increases the quality of teacher education programs. Furthermore, this study contributes to Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), by increasing the number of individuals with the skills necessary to navigate the ever-changing times and by enhancing the quality of prospective natural sciences teachers in West Kalimantan.

Downloads

Published

2026-08-20

Article ID

53747

How to Cite

Place-based Socioscientific Issues Approach to Enhance Prospective Natural Sciences Teachers’ Critical Reasoning. (2026). Biosaintifika: Journal of Biology & Biology Education, 18(2), 251-262. https://doi.org/10.15294/biosaintifika.v18i2.53747

Similar Articles

1-10 of 54

You may also start an advanced similarity search for this article.