Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia

Abstract

Cultural entities and local or national wisdom can serve to provide scientific knowledge to students, and the in-depth knowledge in the fields of science must be underpinned by critical thinking (CT). In a developing perspective, inquiry is the best way to train CT skills, and creativity becomes one of the supporting aspects. This study aimed to implement inquiry-creative learning integrated with ethnoscience to develop the CT skills of prospective science teachers (PSTs). The study applied the randomized pretest-posttest control design, involving two intervention groups, one with inquiry-creative learning integrated with ethnoscience (n = 29) and the other with traditional teaching (n = 26). The participants were PSTs at two universities in Indonesia. Each group was observed for their CT skills in line with CT indicators (CTi) and individual performance (CTs) using the pretest-posttest method and compared, and a valid essay test was applied to collect data. The CT skills data analysis was descriptive based on the average pretest-posttest and n-gain parameters. The effects of the two interventions on CT skills were analyzed using the t test (p < .05). After descriptive and statistical tests were carried out, the assessment of CT performance on participants in the two intervention groups showed different results. For the CTi and CTs, inquiry-creative learning integrated with ethnoscience had a better impact on training participants’ CT skills when compared to traditional instruction. The statistical analysis results showed a significant difference in the performance of CT skills in participants between the two groups being compared. The findings of this study emphasize that in relation to improving CT performance, teaching practice with inquiry-creative learning integrated with ethnoscience is most effective in improving the CT skills of PSTs. The advantages of the learning intervention are discussed and may contribute to the literature of future studies.

Analyzing STEM Students’ Critical Thinking Performance: Literacy Study on the Polymer Film Fabrication Process Irradiated with Gamma Rays

“…Referring to the four CT indicators employed, eight essay test instruments were prepared (one CT indicator is distributed into two test items). The scoring technique refers to previous studies (Prayogi et al, 2022;Verawati, Harjono, et al, 2022), where the range of scores for each test item was 0 (lowest score) to +4 (highest score). CT skills were categorized into criteria from not critical to very critical.…”

The Validity and Effectiveness of the Ethnoscience-Loaded Inquiry Learning Model to Improve Students’ Critical Thinking Skills

“…Reflection on cultural values and local wisdom as an ethnoscience raised in inquiry experiments was a major factor in the success of critical thinking training for students. As the results of previous study [13], the process of reflection in learning related to the ethnoscience context can train students' critical thinking skills.…”

“…Numerous studies have highlighted the potential of inquiry activities in cultivating critical thinking skills [12,13]. However, it is also important to acknowledge the limitations of inquiry learning.…”

“…Drawing on previous empirical research, the underlying justification posits that the incorporation of inquiry teaching design alongside ethnoscience can enhance students' aptitude for critical thinking [13]. The primary objective of our present investigation centers around constructing a conceptual framework for integrating ethnoscience content into inquiry-based learning, with the aim of improving students' critical thinking skills.…”

Ethnoscience Studies Analysis and Their Integration in Science Learning: Literature Review

“…By applying ethnoscience learning, students have more responsibility and improve learning activities optimally. In addition, students can also hone their thinking more optimally so that they can think critically well (Putu Verawati, Harjono, Wahyudi, & Gummah, 2022).…”