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.
The indigenous knowledge in the frontier, outermost, and least developed regions has not been explored thoroughly as an application for Ethnoscience learning. Therefore, this research aimed to explore the indigenous knowledge and its application to measure prospective science teachers' scientific literacy through Ethnoscience learning. The prospective science teachers joining the Ethnoscience subject were employed as the research samples. A descriptive research method with a qualitative approach was applied for this study. The indigenous knowledge in the frontier, outermost, and least developed regions, i.e., Sumatra, Java, Sulawesi, Kalimantan, and Papua, is a potential learning source for exciting science learning and providing the opportunity for prospective science teachers to develop scientific literacy. Based on the results, 13 students achieved grade A, whereas 14 students got AB, and the other 4 students achieved B. All prospective science teachers were good at analytical thinking, problem-solving, and communicating. They also gained knowledge from the analysis results, which made them master the problem-solving skill. In conclusion, the indigenous knowledge of the frontier, outermost, and least regions integrated with Ethnoscience learning can improve the prospective science teachers' scientific literacy effectively.
Susanti R, Iswari RS, Fibriana F, Indriawati. 2018. The duck cytochrome oxidase I (COI) gene: Sequence and patterns analysis for potential barcoding tool. Biodiversitas 19: 997-1003. The local duck DNA barcoding is still rarely conducted in Indonesia while DNA barcoding is extensively used as a tool of species identification and delineation tool. This study aimed to analyze the sequence and patterns of Central Javanese ducks mitochondrial cytochrome c oxidase subunit 1 (COI) gene. Feather samples of seven breeds of native duck were collected from traditional husbandries in Central Java. The samples were employed for DNA extraction and COI gene amplification. Five haplotypes were obtained from 35 samples, i.e., haplotype A, B, C, D, and E. Also, 9 variable sites with synonym substitution was detected in four nucleotides number 55, 61, 100, and 109; whereas five synonym substitutions were identified in the nucleotides number 36, 48, 51, 66, and 756. In conclusion, this study annotates that COI mtDNA gene is essential for local ducks barcoding system.
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