Ethnoscience Studies in Songket Sasak Cloth Motifs: Prospective Science Teacher Perceptions

Abstract

The aims of this study were to explore the perceptions of prospective science teachers towards ethnoscience studies in the songket cloth motif of the sasak tribe. This exploratory research conducted in three education study programs namely Biology, Chemistry, and Physics Education with 53 prospective science teachers involved as research subject. Closed questionnaire with likert scale and expertly validated applied for data collection. The data were analyzed by quantitative descriptive statistics, Anova test and t-test inferential statistics. The results showed that (1) perception of prospective science teachers has an average score in the "Good" category in terms of gender, regional origin, and study program; (2) there were no significant differences in the perceptions in male and female prospective science teacher based on t-test significance value of 0,455 > 0,05; (3) there were no significant difference in prospective science teacher’s perception refer to origin (native Lombok and non-native) based on t test significance value of 0,466 > 0,05; (4) there were no significant difference in the perception of prospective science teachers in the biology, chemistry, and physics education study program based on Anova's significance value of 0,423 > 0,05.

Integration of Sasaknese Traditional Game in Ethnoscience Learning: Preservice Teacher’s Perception

“…The integration of local wisdom values in ethnoscience learning is considered essential because it can build an active and enjoyable learning environment (Wahyu, 2017), and meaningful for students (Sudarmin et al, 2019). Ethnoscience learning facilitates students to actively interact with concrete objects in everyday life such as traditional Sasak tribal games (Muliadi et al, 2022).…”

“…This research uses an instrument in the form of a closed questionnaire with answers according to a Likert scale (Muliadi et al, 2022), which uses a degradation of the attitude scale, namely Strongly Agree, Agree, Disagree, Don't Agree (Joshi et al, 2015), and is presented in a google form (Alfiah et al, 2020). The questionnaire was prepared in 12 statement items with reference to indicators of prospective teacher student perceptions about ethnoscience developed by (Muliadi et al, 2022). The questionnaire has been validated by experts and declared valid.…”

“…Indonesia is a country rich in ethnic diversity, culture, regional languages, customs, languages and arts (Sarini & Selamet, 2019). Indonesia is rich in unique cultures (Muliadi et al, 2022). This cultural wealth then becomes a separate identity for an ethnic group and shows its identity (Asra et al, 2021).…”

Perception of Science Teacher Candidates Toward Creative Thinking Ability

“…This research uses an instrument in the form of a closed questionnaire with answers according to a Likert scale (Muliadi et al, 2022) with scale degradation namely Always, Often, Sometimes, Never (Creeswell, 2014;Singarimbun, 2007) which is presented in online media in the form of google form (Adha et al, 2020). The student perception questionnaire developed refers to indicators of creative thinking abilities, namely fluency, flexibility, originality and elaboration.…”

Profile of Attitudes of Science Teacher Candidates Towards Indigenous Science-Based Science Learning

“…This study used an instrument in the form of a closed questionnaire with answers according to a Likert scale (Muliadi et al, 2022) with a degradation of the scale, namely Strongly agree, agree, less agree, disagree (Creeswell, 2014;Singarimbun, 2007) presented in online media in the form of google forms (Adha et al, 2020). The questionnaire was developed referring to indicators of student attitudes about indigenous science-based learning which includes Cognitively Based Attitude, Affectively Based Attitude, and Behaviorally Based Attitude (Aronson, Wilson & Akert, 2007).…”