Science Integrated Learning Model to Enhance The Scientific Work Independence of Student Teacher in Indigenous Knowledge Transformation

P. Parmin, S. Sajidan, A. Ashadi, S. Sutikno, F. Fibriana


The scientific work independence is the core competency of student teacher of science. In this research, the effectiveness of the Science Integrated Learning Model (SIL) was measured in term of the scientific work independence of student teacher of science in changing the society’s original knowledge into scientific knowledge. The changing was measured through Ethnoscience learning. The experimental method was used with the control group and experimental group in three different universities. The result of the t-test shows a correlation coefficient significance value at 0.000 < 0.05. Therefore, it concludes that there is not any difference between the experimental and control group. However, there is an effect of model application on the independence of the scientific work of student teacher of science.  


Science Integrated Learning Model; scientific work independence; science student teacher

Full Text:



Adams, W. K., & Wieman, C. E. (2011). Development and Validation of Instruments to Measure Learning of Expert-Like Thinking. International Journal of Science Education, 33(9), 1289-1312.

Ankiewicz, P., De Swardt, E., & De Vries, M. (2006). Some Implications of The Philosophy of Technology for Science, Technology and Society (STS) studies. International Journal of Technology and Design Education, 16(2), 117-141.

Azarpira, N. (2012). Assessment of Scientific Thinking in Basic Science in The Iranian Second National Olympiad. BMC Research Notes, 5(61), 2-7.

Arikunto, S. (2015). Metodologi Penelitian Pendidikan. Jakarta: Rineka Cipta.

Rees, C., Pardo, R., & Parker, J. (2013). Steps to Opening Scientific Inquiry: Pre-Service Teachers’ Practicum Experiences with a New Support Framework. Journal of science teacher education, 24(3), 475-496.

Cimer, A. (2007). Effective Teaching in Science: A Review of Literature. Journal of Turkish Science Education, 4(1), 21-43.

Crone, W. C., Dunwoody, S. L., Rediske, R. K., Ackerman, S. A., Petersen, G. M. Z., & Yaros, R. A. (2011). Informal Science Education: a Practicum for Graduate Students. Innovative Higher Education, 36(5), 291-304.

Dettrick, G. (2001). Issues in Educational Assesment. Great Britain. Scottish Education Dept.

Dwianto, A., Wilujeng, Z., Prasetyo, & Suryadarma, I. (2017). The Development of Science Domain Based Learning Tool Which is Integrated with Local Wisdom to Improve Science Process Skill and Scientific Attitude. Jurnal Pendidikan IPA Indonesia, 6(1): 23-31.

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.

Gregory, G. H., & Chapman, C. (2012). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Corwin press.

Hewitt, P., Suzanne, A., John, A., & Jennifer, Y. (2013). Conceptual Integrated Science. Addison Wesley.

Hsu, P. L., Roth, W. M., & Mazumder, A. (2009). Natural Pedagogical Conversations in High School Students’ Internship. Journal of Research in Science Teaching, 46(5), 481-505.

Kabba, E. (2009). Based Science Instruction: Teaching Science for Understanding. Journal of Research in Science Teaching, 39(5), 410-422.

Kidman, J., Yen, C., & Abrams, E. (2013). Indegenous Student Experiences of the Hidden Curriculum in Science Education: A Cross National Study in New Zealand and Taiwan. International Journal of Science and Mathematics Education, 11(1), 43-64.

Lang & Olson. (2000). Integrated Science Teaching as a Challenge for Teachers to Develop New Conceptual Structures. Research in Science Education, 30 (2), 213-224.

Lee, H. S., & Songer, N. B. (2003). Making Authentic Science Accessible to Students. International Journal of Science Education, 25(8), 923-948.

Lee, H., Yen, C., & Aikenhead, G. (2012). Indigenous Elementary Students’ Science Instruction in Taiwan: Indigenous Knowledge and Western Science. Research in Science Education, 42(6), 1183-1199.

Marbach-Ad, G., & Sokolove, P. G. (2000). Good Science Begins with Good Questions. Journal of College Science Teaching, 30(3), 192.

Meyer, X., & Crawford, B. A. (2011). Teaching Science As a Cultural Way of Knowing: Merging Authentic Inquiry, Nature of Science, and Multicultural Strategies. Cultural Studies of Science Education, 6(3), 525-547.

Morrison, G. Kemp, Jerold, E. Kalman, & Howard, K. (2007). Designing Effective Instruction. Fifth Edition. New Jersey. John Wiley dan Sons, Inc.

Munthe, B. (2009). Desain Pembelajaran. Yogyakarta: PT. Pustaka Insan Madani.

Novi, R., & Parmin. (2012). Pengembangan Modul Pembelajaran IPA Terpadu Berwawasan Sains, Lingkungan, Teknologi, dan Masyarakat. Jurnal Penelitian Pendidikan, 29(8),125-136.

NSTA. (2003). Standards for Science Teacher Preparation. National Science Teachers Association in Collaboration with the Association for the Education of Teachers in Science. Revised.

Osborn, J. (2003). Attitude Toward Science: A Review to The Literature and its Implication. International Journal of Science Education, 25(49), 1025-1049.

Pannen, P., Dina, M., & Mestika, S. (2001). Konstruktivisme Dalam Pembelajaran. Jakarta: Proyek Pengembangan Universitas Terbuka Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional.

Parmin, Sajidan, Ashadi, Sutikno, & Yoris, M. (2016). Preparing Prospective Teachers in Integrating Science and Local Wisdom through Practicing Open Inquiry. Journal of Turkish Science Education, 13(2), 3-14.

Parmin, Sajidan, Ashadi, & Sutikno. (2016). Model Science Integrated Learning (SIL). Laporan Penelitian Disertasi Doktor. Jakarta: Kementerian Ristek Dikti.

Purwoko, A., Andayani, Y., Muntar, & Diartha, I. (2017). Efforts in Improving Teachers’ Competencies Through Collaboration between Teacher Forum on Subject Matter (MGMP) and Pre-Service Teacher Training Institution (LPTK). Jurnal Pendidikan IPA Indonesia, 6(1), 11-15.

Robert, C., Cowell, B., & Olson, J. (1998). A Case Study of Integration and Destreaming: Teachers and Students in an Ontario Secondary School Respond. Journal of Curriculum Studies, 30(6), 691-717.

Silberman, L. (2006). Active Learning: 101 Cara Belajar Peserta Didik Aktif. Bandung: Nusa Media dan Penerbit Nuansa.

Schonborn, K. J., & Bogeholz, S. (2009). Knowledge Transfer in Biology & Translation Across External Representations: Experts’ Views and Challenges for Learning. International Journal of Science and Mathematics Education, 7(5), 931-955.

Sun D., & Cee, K., L. (2013). Designing a Web-Based Science Learning Environment for Model-Based Collaborative Inquiry. Journal of Science Education and Technology, 22 (1), 73-89.

Tahar, I., & Enceng. (2006). Hubungan Kemandirian Belajar dan Hasil Belajar pada Pendidikan Jarak Jauh. Jurnal Pendidikan Terbuka dan Jarak Jauh, 7(2), 91-101.

Topaloglu, M., & Kiyici, F. (2015). The Opinions of Science and Technology Teachers Regarding the Usage of Out-Of-School Learning Environments in Science Teaching. Journal of Turkish Science Education, 12(3), 31-50.

Tosun, C. & Taskesenligil, Y. (2011). The Effect of Problem Based Learning on Student Motivation Toward Chemistry Classes and on Learning Strategies. Journal of Turkish Science Education, 9 (1), 104-125.

Trefil, J. & Hazen, R. M,. (2007). The Science: An Integrated Approach. United Stated of America: John Wiley & Sons, Inc.

Wang & David. (2002). Science Instruction with a Humanistic Twist: Teachers’ Perception and Practice in Using the History of Science in Their Classrooms. Science & Education, 11(2), 169-189.

Widowati, A., Nurohman, S., & Anjarsari. (2017). Developing Science Learning Material with Authentic Inquiry Learning Approach to Improve Problem Solving and Scientific Attitude. Jurnal Pendidikan IPA Indonesia, 6(1), 32-40.

Zion, M. (2008). On Line Forums as a “Rescue Net” in an Open Inquary process. International Journal of Science and Mathematics Education, 6(2), 351-375.


  • There are currently no refbacks.