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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Innovative Technology and Sustainability Education
Ketut Suma
Ganesha University of Education
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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PERAN NILAI BUDAYA MADURA DALAM PEMBELAJARAN MENYIMAK DAN MENCERITAKAN KEMBALI: SEBUAH PENDEKATAN ETNOSAINS DI SDN PARSANGA II Muhammad Romli; Ketut Suma; I Wayan Suastra
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.29806

Abstract

This study aims to explore the role of Madurese cultural values in listening and retelling activities at the elementary school level through an ethnoscience approach. This approach is based on the assumption that local culture can serve as a contextual learning source to enhance students’ oral literacy while instilling character values and cultural identity. The study was conducted at SDN Parsanga II, Sumenep Regency, using a descriptive qualitative method. The research subjects consisted of 10 fourth-grade students selected purposively for interviews. Data collection techniques included semi-structured interviews, classroom observations, and documentation. The findings reveal that local stories such as karapan sapi, the legend of Roro Kuning, and fishermen’s narratives are closely related to students lived experiences, enabling them to understand and retell the stories more effectively. Students also demonstrated positive emotional responses such as enjoyment, confidence, and pride when engaging with culturally relevant content. These results align with contextual learning theory and ethnopedagogical perspectives, reinforcing prior research on the effectiveness of ethnoscience in language learning. Integrating Madurese cultural values has proven to enhance listening and storytelling skills while promoting cultural identity and the preservation of local traditions. The study recommends that teachers and education policymakers develop contextual, culturally based learning materials suitable for primary education.
Assessing the Equity of Educational Access in the Prabowo Administration Era: Policy Analysis and Alternative Solutions Toward Inclusive Education in Indonesia Dwi Pangga; Ketut Suma; I Nyoman Jampel; Made Candiasa; Muhammad Rey Dafa Ahmadi
Journal of Innovative Technology and Sustainability Education Vol. 1 No. 3 (2025): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.1.2.75

Abstract

Objective: Equitable access to education is a fundamental prerequisite for human capital development and social justice in Indonesia. This study aims to evaluate the effectiveness of education equity policies under the administration of President Prabowo Subianto, focusing on programs such as Sekolah Rakyat, the Indonesia Smart Program (PIP), and the Frontline Teacher and School Initiatives (GGD/SGD). Method: Employing a qualitative approach through library research, the study systematically reviews secondary data from scholarly literature published in the last five years, government policy documents, and reports from national and international institutions, including UNICEF and UNESCO. The analysis was conducted through thematic coding, synthesis of findings, and evaluative assessment using an input–output–outcome framework. Results: The findings reveal that affirmative programs have significantly expanded access to education, particularly in frontier, outermost, and underdeveloped (3T) regions, as well as for marginalized groups. However, persistent challenges remain in the uneven distribution and quality of teachers, inadequate physical and digital infrastructure, limited digital literacy, and policy approaches that are still largely top-down and insufficiently responsive to local contexts. These issues hinder the achievement of truly inclusive and high-quality education. Novelty: The key contribution of this study lies in its integrative perspective that combines structural (infrastructure), technological (digital platforms), human resource (teachers), and normative (human rights-based) dimensions. By advancing adaptive, evidence-based, and participatory strategies, this study provides a comprehensive framework for reshaping education policy in Indonesia toward greater inclusivity and equity.
Preparing Future Science Teachers: An Analysis of Scientific Literacy and Critical Thinking Skills of Biology Education Students Taufik Samsuri; lda Bagus Putu Arnyana; Ketut Suma; I Wayan Suja; Made Hery Santosa; I Wayan Widiana
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.21461

Abstract

This study aims to analyze the profiles of scientific literacy and critical thinking skills (CTS) of prospective teachers in the Biology Education Program at Universitas Pendidikan Mandalika, and to identify the gap between current instructional practices and the conditions needed to more effectively support these competencies. A concurrent triangulation mixed-methods design was employed, integrating a scientific literacy test, a CTS test based on the Ennis framework, classroom observations, document analysis of syllabi and lesson plans, perception questionnaires, and semi-structured interviews. Participants comprised 64 undergraduate students from the third, fifth, and seventh semesters, selected through purposive sampling. The results indicate that students’ scientific literacy was at a moderate level (M = 67.03; SD = 7.97), as was their critical thinking (M = 65.23), with the higher-order indicators of evaluation and inference identified as the weakest dimensions. One-way ANOVA revealed statistically significant differences across semester cohorts for both scientific literacy (F = 4.273; p = 0.018; η² = 0.12) and CTS (F = 5.012; p = 0.010; η² = 0.14), with post-hoc analysis localizing these differences specifically between the third and seventh semester cohorts. Pearson correlation analysis showed a moderate-to-strong positive relationship between scientific literacy and CTS (r = 0.612; 95% CI [0.45, 0.74]; p < 0.01). Qualitative findings reveal that learning remains predominantly lecturer-centered, with limited integration of inquiry-based activities and socio-scientific issues and minimal evidence-based argumentation. Triangulation indicates that instructional design factors, rather than students’ inherent capacity alone, appear to be a primary contributor to the observed competency gap. These findings underscore the need to strengthen instructional design—particularly through the integration of inquiry-based learning, socio-scientific issue (SSI) frameworks, and evidence-based argumentation—to develop 21st-century competencies among prospective science teachers.
Co-Authors Habibi, Baiq Azmi Sukroyanti, Lovy Herayanti, Wirawan Putrayadi, dan Bq. Rina Amalia Safitri I Made Candiasa I Nyoman Jampel I Wayan Suastra I Wayan Suja I Wayan Widiana lda Bagus Putu Arnyana Made Hery Santosa Muhammad Rey Dafa Ahmadi Muhammad Romli Taufik Samsuri