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MORPHOLOGICAL IDENTIFICATION OF ANGIOSPERM FLOWERS AS A LEARNING RESOURCE REFERENCE FOR THE COURSE ON PLANT DEVELOPMENT STRUCTURE Rima Suwistika; Dwi Swastanti Ridianingsih
BIOCHEPHY: Journal of Science Education Vol. 5 No. 2 (2025)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/biochephy.v5i2.1835

Angiosperm flowers at Bakti Indonesia University are diverse, and their use as learning resources is not yet optimal. The purpose of this study was to determine the diversity of angiosperm flowers at Bakti Indonesia University and their morphological structure. The type of research is descriptive qualitative with exploratory methods and descriptive data analysis approaches. Data collection techniques used documentation and then identified the morphological structure. The research location is Bakti Indonesia University. The results of the study found 7 families of angiosperm flowers, including the Rubiaceae family, the Euphorbiaceae family, the Nyctaginaceae family, the Acanthaceae family, the Caricaceae family, the Apocynaceae family, and the Solanaceae family. The conclusion of the results of this flower diversity can be used as a learning resource for students.

PENGARUH PEMBELAJARAN PROJECT BASED LEARNING TERHADAP KEMAMPUAN PSIKOMOTORIK CALON GURU SD PADA MATERI WUJUD BENDA DAN PERUBAHANNYA Nurul Hidayah; Dwi Swastanti Ridianingsih; Harun Arrasyid
Consilium: Education and Counseling Journal Vol 6 No 1 (2026): Edisi Maret
Publisher : Biro 3 Kemahasiswaan dan Kerjasama Universitas Abduracman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/consilium.v6i1.8054

The aim of this study was to determine the effect of implementing the Project Based Learning (PjBL) model on the psychomotor abilities of prospective elementary school teachers on the topic of the states of matter and their changes. This study involved 9 students from the Elementary School Teacher Education Study Program (Pendidikan Guru Sekolah Dasar/PGSD). The research employed a quantitative approach, with data collected through an observation sheet used to assess students’ psychomotor abilities during the learning process. The assessed aspects included the abilities to collect information, observe, experiment, associate, and communicate. The results showed that the implementation of the Project Based Learning model produced positive outcomes for students’ psychomotor abilities. The average score for the collecting information aspect was 3.67 with a percentage of 91.67%, the observing aspect obtained an average of 3.56 with 88.89%, and the experimenting aspect achieved the highest average of 3.72 with 93.06%, all categorized as very good. Meanwhile, the associating aspect obtained an average score of 2.50 with 62.50%, and the communicating aspect obtained 2.39 with 59.72%, both categorized as sufficient. Based on these results, it can be concluded that the Project Based Learning model has a positive influence on the psychomotor abilities of prospective elementary school teachers in learning about the states of matter and their changes, particularly in improving skills related to conducting practical activities, observations, and information gathering during the learning process.

Mapping Madurese Cultural Heritage for Secondary Science Education: An Ethnopedagogical Study in Sumenep, Indonesia Dwi Swastanti Ridianingsih; Iis Nur Asyiah; Bevo Wahono; Sri Astutik; Dwi Swastanti Ridianingsih; Iis Nur Asyiah; Bevo Wahono; Sri Astutik; Imam Mudakir
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.6

Science education increasingly requires contextual approaches that connect scientific concepts with students’ cultural experiences. However, local cultural knowledge is often underutilized as an educational resource, particularly in regions with rich cultural diversity such as Sumenep, Indonesia. Madurese cultural traditions contain various forms of ecological, technological, and social knowledge that remain insufficiently explored within science education. This study aims to identify Madurese cultural traditions in Sumenep and analyze their potential contribution to secondary science education through an ethnopedagogical perspective. The study focuses on mapping cultural practices, educational values, science-related knowledge, and potential learning approaches without claiming classroom effectiveness. A qualitative descriptive design was employed involving cultural exploration through semi-structured interviews, observations, and document analysis. Ten cultural informants were selected using purposive and snowball sampling techniques. Data were analyzed through thematic analysis to identify cultural themes, science-related phenomena, and preliminary ethnopedagogical connections. The findings identified thirteen Madurese cultural traditions categorized into five domains: ritual and belief systems, environmental and animal-related practices, traditional technology, performing arts, and social-cultural practices. These traditions contain educational values related to responsibility, cooperation, environmental awareness, and technological knowledge. The analysis revealed connections with secondary science concepts, including ecosystems, weather systems, biomechanics, materials science, heat transfer, and sound phenomena. A preliminary ethnopedagogical mapping framework was developed by connecting cultural traditions with potential inquiry-based, project-based, STEAM, and contextual learning approaches. This study demonstrates that Madurese cultural heritage can function as a valuable knowledge resource for culturally responsive science education. The proposed ethnopedagogical mapping provides an initial foundation for curriculum development and future classroom validation.

Mapping Madurese Cultural Heritage for Secondary Science Education: An Ethnopedagogical Study in Sumenep, Indonesia Dwi Swastanti Ridianingsih; Iis Nur Asyiah; Bevo Wahono; Sri Astutik; Dwi Swastanti Ridianingsih; Iis Nur Asyiah; Bevo Wahono; Sri Astutik; Imam Mudakir
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.6

Science education increasingly requires contextual approaches that connect scientific concepts with students’ cultural experiences. However, local cultural knowledge is often underutilized as an educational resource, particularly in regions with rich cultural diversity such as Sumenep, Indonesia. Madurese cultural traditions contain various forms of ecological, technological, and social knowledge that remain insufficiently explored within science education. This study aims to identify Madurese cultural traditions in Sumenep and analyze their potential contribution to secondary science education through an ethnopedagogical perspective. The study focuses on mapping cultural practices, educational values, science-related knowledge, and potential learning approaches without claiming classroom effectiveness. A qualitative descriptive design was employed involving cultural exploration through semi-structured interviews, observations, and document analysis. Ten cultural informants were selected using purposive and snowball sampling techniques. Data were analyzed through thematic analysis to identify cultural themes, science-related phenomena, and preliminary ethnopedagogical connections. The findings identified thirteen Madurese cultural traditions categorized into five domains: ritual and belief systems, environmental and animal-related practices, traditional technology, performing arts, and social-cultural practices. These traditions contain educational values related to responsibility, cooperation, environmental awareness, and technological knowledge. The analysis revealed connections with secondary science concepts, including ecosystems, weather systems, biomechanics, materials science, heat transfer, and sound phenomena. A preliminary ethnopedagogical mapping framework was developed by connecting cultural traditions with potential inquiry-based, project-based, STEAM, and contextual learning approaches. This study demonstrates that Madurese cultural heritage can function as a valuable knowledge resource for culturally responsive science education. The proposed ethnopedagogical mapping provides an initial foundation for curriculum development and future classroom validation.

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