Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Scientiae Educatia: Jurnal Pendidikan Sains
Lilit Rusyati
Department of Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Science Teachers’ Perceptions of Integrating Cirebon Culture into Science Education: A Case Study Putri Sekar Melati; Lilit Rusyati; Taufik Rahman
Scientiae Educatia: Jurnal Pendidikan Sains Vol. 14 No. 1 (2025): June 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i1.20004

Abstract

The Cirebon culture, a fusion of Sundanese, Javanese, and Islamic components, can be integrated into the science education curriculum. Nonetheless, research on how science teachers understand and utilize cultural integration in their teaching appears to be lacking. This research describes science teachers' understanding of integrating local culture into science education, the problems they face, and the possibilities these perspectives offer for the teaching and learning process. A case study was used, including interviews with science teachers and experts in Cirebon culture. NVivo software was used to analyze the data by coding responses concerning the role of Cirebon culture in science education. Findings from this study show that science teachers appreciate integrating culture into teaching, particularly the use of traditional, folklore, and environmental wisdom as contexts for teaching science concepts. Despite the glaring opportunities, challenges such as modernization, resource limitation, and institutional barriers negatively impact implementation. However, there is an opportunity to develop culture-based science education that responds to the local community, digital technology, and multidisciplinary approaches. This study demonstrates the need for curriculum change, emphasizing the integration of local cultural context without neglecting scientific standards. Integrating Cirebon cultural values allows students to simultaneously appreciate, comprehend, and integrate culture and environmental awareness with Science.
Developing and Profiling the Scientific Literacy Test Items on Prospective Science Teachers: A Focus on Health and Disease in Socioscientific Issues Winata Tegar Saputra; Lilit Rusyati; Nuryani Y Rustaman; Indra Fardhani; Ismail Fikri Natadiwijaya
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.16435

Abstract

This study aimed to develop scientific literacy instruments aligned with the 2025 framework, focusing on socioscientific issues (SSI) related to health and disease, and apply them to prospective science teachers (PSTs). Despite the updated framework, many Indonesian scholars still use outdated models. Using an exploratory sequential mixed-methods design and the ADDIE model, this research involved 194 PSTs, three assessment experts, and two content experts. Textbook analysis revealed that competency 1 was most dominant, while competency 3 was the least addressed in both books and classroom practice. The instrument development process began with 30 items and underwent multiple stages, including expert validation, readability checks, pilot testing, and statistical analyses of reliability, item difficulty, and discrimination. Ultimately, 23 items were validated with high reliability (0.92) and a balanced difficulty range that cover the cognitive skills such as content, procedural, and epistemic knowledge. A profiling analysis using these items showed that most PSTs demonstrated moderate scientific literacy, with third-year students outperforming first- and second-year students. Overall, the instrument proved effective, as it was systematically developed based on textbook analysis and teacher interviews to reflect current scientific literacy demands, particularly in preparation for PISA 2025. This instrument also expects the PSTs in the future to have the ability to teach their students about the skills of the content, procedural, and epistemic knowledge.
Co-Authors Indra Fardhani Ismail Fikri Natadiwijaya Nuryani Y Rustaman Putri Sekar Melati Taufik Rahman Winata Tegar Saputra