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All Journal QUANTUM: Jurnal Inovasi Pendidikan Sains Journal of Mathematics Science and Computer Education
Muhammad Fuad Sya'ban
Universitas Lambung Mangkurat
Chemistry Education Mathematics Physics

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The Role of Integrated Science Learning Modules in Training Teaching Skills for Prospective Teachers Sauqina Sauqina; Yasmine Khairunnisa; Ellyna Hafizah; Ratna Yulinda; Mella Mutika Sari; Muhammad Fuad Sya'ban
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 16, No 2 (2025): Oktober 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v16i2.20976

Abstract

Integrated science education requires prospective teachers to incorporate various educational elements into their teaching practices. Students in the Science Education Program at FKIP ULM encounter challenges when planning science lessons that blend different concepts, contexts, and skills into a cohesive learning experience. To tackle this challenge, the researcher created a teaching module that provides guidance on integrating science education using two of Robin Fogarty's curriculum integration models: the connected model and the nest model. This study seeks to examine the module's role in developing teaching skills. It employs a qualitative methodology with case study approach, focusing on the experiences of sixth-semester science education students during their teaching. Data were gathered through semi-structured interviews, utilizing theoretical sampling until saturation was reached. The analysis was conducted using Charmaz’s grounded theory approach and then discussed from the perspective of Teaching Mastery Framework (TMF). The findings indicate that the developed integrated science education module can support prospective teachers in planning of teaching practice, especially in teachers pedagogical content knowledge (PCK) and developing lesson plan
Where Tradition Meets Innovation: Ethnoscience, Creativity, and the Future of Project-Based Learning in Higher Education Muhammad Fuad Sya'ban; Adi Rahmat; Siti Sriyati; Omay Sumarna
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18260

Abstract

Indigenous knowledge systems hold untapped potential for fostering creativity in higher education, yet their integration with project-based learning remains systematically unexplored. This study aimed to examine the effectiveness of ethnoscience-integrated project-based learning in developing creativity among higher education students and to map the current research landscape to identify thematic clusters, temporal patterns, and future directions. We employed systematic literature network analysis, combining systematic review with bibliometric analysis. Following PRISMA 2020 guidelines, a total of 49 articles were retrieved and subjected to keyword co-occurrence analysis using VOSviewer, of which six met full inclusion criteria and were systematically reviewed for empirical effectiveness. All six studies demonstrated positive creativity effects (100% directional consistency, p < 0.001) with moderate-to-large effect sizes (d = 0.4–0.6). Three mechanisms emerged: cultural relevance enhancing engagement, traditional knowledge providing novel perspectives, and community connections fostering applied creativity. Bibliometric analysis identified five major research clusters, revealing that ethnoscience integration shows near-complete absence from mainstream literature despite strong empirical support. These findings conclude that ethnoscience-integrated PBL consistently outperforms conventional approaches in both creativity quality and depth of applied problem-solving, suggesting its strong potential as a decolonizing and equity-driven pedagogy for higher education. The implications point toward the urgent need for curriculum redesign that embeds indigenous epistemologies, faculty development in cultural competency, and co-designed, culturally responsive assessment instruments. Looking ahead, the future of ethnoscience, creativity, and PBL in higher education lies in large-scale cross-cultural trials; technology-enhanced ethnoscience learning respecting indigenous data sovereignty; and community-led participatory research that positions indigenous knowledge holders as co-educators and co-researchers.
Co-Authors Ellyna Hafizah Mella Mutika Sari Omay Sumarna Ratna Yulinda Sauqina Sauqina Siti Sriyati Topik Hidayat Yasmine Khairunnisa