THE RELATIONSHIP BETWEEN THE APPLICATION OF SASAK'S LOCAL WISDOM-BASED LEARNING AND STUDENTS' CRITICAL THINKING SKILLS
Keywords:Local Wisdom-Based Learning, critical thinking skills, Islamic education students
This research examines the correlation between the utilization of Sasak's indigenous knowledge in the learning process and the development of critical thinking abilities among students of Islamic education in the region of West Nusa Tenggara. The present study employed a quantitative research approach, utilizing a survey design methodology to gather data. The primary instrument employed for data collection was a critical thinking abilities questionnaire. The data underwent analysis by the application of a regression test, employing a significance threshold of .05. The findings indicate that there exists a statistically significant correlation between the implementation of learning based on Sasak's local wisdom and the development of critical thinking abilities among Islamic education students in West Nusa Tenggara. Furthermore, the study demonstrates that the utilization of Sasak's local wisdom-based learning contributes to a 30% improvement in critical thinking skills. Therefore, it is imperative for higher institutions to promote the integration of local wisdom-based learning approaches in order to effectively attain the learning objectives associated with 21st-century capabilities.
Abonyi, O. S., Njoku, L. A. &, & Adibe, M. I. (2014). Innovations in Science and Technology Education: A Case for Ethnoscience Based Science Classrooms. International Journal of Scientific & Engineering Research, 5(1), 52–56. http://www.ijser.org
Bulkani, Fatchurahman, M., Adella, H., & Andi Setiawan, M. (2022). Development of animation learning media based on local wisdom to improve student learning outcomes in elementary schools. International Journal of Instruction, 15(1), 55–72. https://doi.org/10.29333/iji.2022.1514a
Dewi, I. ., Poedjiastoeti, S., & Prahani, B. (2017). ElSII Learning Model Based Local Wisdom To Improve Students' Problem Solving Skills and Scientific Communication. International Journal of Education and Research, 5(1), : 107-118.
Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student's critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908. https://doi.org/10.12973/eurasia.2016.02311a
Fadli, A. (2019). Problem solving skills and scientific attitudes of prospective teachers based on gender and grades level. International Journal of Scientific and Technology Research, 8(10), 3595–3599.
Fadli, A. (2022). Students' Gender Perspective Analysis in Higher Education Learning. 18(11), 382–384.
Fadli, A., & Acim, S. A. (2007). Scientific Attitude of Pre-Service Islamic Teachers: Gender and Grade Level Differences. Xisdxjxsu.Asia, 18(4). https://www.xisdxjxsu.asia/V18I04-12.pdf
Fadli, A., & Irwanto. (2020). The effect of local wisdom-based ELSII learning model on the problem solving and communication skills of pre-service islamic teachers. International Journal of Instruction, 13(1), 731–746. https://doi.org/10.29333/iji.2020.13147a
Fadli, A., & Zaki, M. (2014). Exploring Students Scientific Attitudes Based on Gender Perspective. 18(6), 742–744.
Irwanto Irwanto, Eli Rohaeti, & A.K. Prodjosantoso. (2021). A Survey Analysis of Pre-service Chemistry Teachers' Critical Thinking Skills. MIER Journal of Educational Studies Trends & Practices, 8(1), 57–73. https://doi.org/10.52634/mier/2018/v8/i1/1423
Irwanto, Saputro, A. D., Rohaeti, E., & Prodjosantoso, A. K. (2018). Promoting critical thinking and Problem Solving Skills of Preservice Elementary Teachers through Process-Oriented Guided-Inquiry Learning (POGIL). International Journal of Instruction, 11(4), 777–794. https://doi.org/10.12973/iji.2018.11449a
Isnaeni, W., Sujatmiko, Y. A., & Pujiasih, P. (2021). Analysis of the Role of Android-Based Learning Media in Learning Critical Thinking Skills and Scientific Attitude. Jurnal Pendidikan IPA Indonesia, 10(4), 607–617. https://doi.org/10.15294/jpii.v10i4.27597
Iyamuremye, A., Nsabayezu, E., & Mukiza, J. (2022). Web-Based Discussion in Teaching and Learning Organic Chemistry: Student's Conception and Reflection. International Journal of Emerging Technologies in Learning, 17(12), 252–257. https://doi.org/10.3991/ijet.v17i12.30129
Kaur, G. (2013). Scientific attitude in relation to critical thinking among teachers. Educationia Confab, 2(8), 24–29.
Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
Oliver-Hoyo, M. T. (2003). Designing a written assignment to promote the use of critical thinking skills in an introductory chemistry course. Journal of Chemical Education, 80(8), 899–903. https://doi.org/10.1021/ed080p899
Patonah, S., Sajidan, Cari, & Rahardjo, S. B. (2021). The effectiveness of STLC (science technology learning cycle) to empowering critical thinking skills. International Journal of Instruction, 14(3), 39–58. https://doi.org/10.29333/iji.2021.1433a
Piraksa, C., Srisawasdi, N., & Koul, R. (2014). Effect of Gender on Student's Scientific Reasoning Ability: A Case Study in Thailand. Procedia - Social and Behavioral Sciences, 116(May 2015), 486–491. https://doi.org/10.1016/j.sbspro.2014.01.245
Rahmawati, Y. (2018). Should We Transform? Integration Cultural Ethics And Values in Chemistry Teaching And Learning. 173(Icei 2017), 383–385. https://doi.org/10.2991/icei-17.2018.102
Rahmawati, Y., Ridwan, A., & Nurbaity. (2017). Should we learn culture in chemistry classroom? Integration ethnochemistry in culturally responsive teaching. AIP Conference Proceedings, 1868(October). https://doi.org/10.1063/1.4995108
Ramdani, A., Jufri, A. W., Gunawan, Fahrurrozi, M., & Yustiqvar, M. (2021). Analysis of students' critical thinking skills in terms of gender using science teaching materials based on the 5e learning cycle integrated with local wisdom. Jurnal Pendidikan IPA Indonesia, 10(2), 187–199. https://doi.org/10.15294/jpii.v10i2.29956
Setiawan, B., Innatesari, D. K., Sabtiawan, W. B., & Sudarmin, S. (2017). The development of local wisdom-based natural science module to improve science literation of students. Jurnal Pendidikan IPA Indonesia, 6(1), 49–54. https://doi.org/10.15294/jpii.v6i1.9595
Siregar, S. M., & Nadiroh, N. (2017). Peran Keluarga Dalam Menerapkan Nilai Budaya Suku Sasak Dalam Memelihara Lingkungan. Jurnal Green Growth Dan Manajemen Lingkungan, 5(2), 28. https://doi.org/10.21009/jgg.052.04
Suardana, I. N., Redhana, I. W., Sudiatmika, A. A. I. A. R., & Selamat, I. N. (2018). Students' critical thinking skills in chemistry learning using local culture-based 7E learning cycle model. International Journal of Instruction, 11(2), 399–412. https://doi.org/10.12973/iji.2018.11227a
Sumardi, L., Rohman, A., & Wahyudiati, D. (2020). Does the teaching and learning process in primary schools correspond to the characteristics of the 21st century learning? International Journal of Instruction, 13(3), 357–370. https://doi.org/10.29333/iji.2020.13325a
Sumardi, L., & Wahyudiati, D. (2021). Using Local Wisdom to Foster Community Resilience During the Covid-19 Pandemic: A Study in the Sasak Community, Indonesia. Proceedings of the 2nd Annual Conference on Education and Social Science (ACCESS 2020), 556(Access 2020), 122–127. https://doi.org/10.2991/assehr.k.210525.059
Sumarni, W., & Kadarwati, S. (2020). Ethno-stem project-based learning: Its impact to critical and creative thinking skills. Jurnal Pendidikan IPA Indonesia, 9(1), 11–21. https://doi.org/10.15294/jpii.v9i1.21754
Sutrisno, H., Wahyudiati, D., & Louise, I. S. Y. (2020). Ethnochemistry in the Chemistry Curriculum in Higher Education: Exploring Chemistry Learning Resources in Sasak Local Wisdom. Universal Journal of Educational Research, 8(12A), 7833–7842. https://doi.org/10.13189/ujer.2020.082572
Tanti, Kurniawan, D. A., Kuswanto, Utami, W., & Wardhana, I. (2020). Science process skills and critical thinking in science: Urban and rural disparity. Jurnal Pendidikan IPA Indonesia, 9(4), 489–498. https://doi.org/10.15294/jpii.v9i4.24139
Toharudin, U., & Kurniawan, I. S. (2017). Sundanese Cultural Values of Local Wisdom: Integrated to Develop a Model of Learning Biology. International Journal of Sciences: Basic and Applied Research (IJSBAR), 32(1), 29–49.
Turpin, T., & Cage, B. N. (2004). Effect of an integrated, activity-based science curriculum on student achievement, science process skills, and science attitudes. Electronic Journal of Literacy Through Science, 3(1), 1–17. https://www.csun.edu/science/ref/curriculum/reforms/nses/nses-complete.pdf
Valdez, J. E., & Bungihan, M. E. (2019). Problem-based learning approach enhances the problem solving skills in chemistry of high school students. Journal of Technology and Science Education, 9(3), 282–294. https://doi.org/10.3926/JOTSE.631
van Peppen, L. M., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., Janssen, E. M., & van Gog, T. (2021). Enhancing students' critical thinking skills: is comparing correct and erroneous examples beneficial? In Instructional Science (Vol. 49, Issue 6). Springer Netherlands. https://doi.org/10.1007/s11251-021-09559-0
Verawati, N. N. S. P., Hikmawati, Prayogi, S., & Bilad, M. R. (2021). Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed From Cognitive Styles. Jurnal Pendidikan IPA Indonesia, 10(4), 505–514. https://doi.org/10.15294/jpii.v10i4.31814
Wahyudiati, D. (2021a). Investigating Problem Solving Skills and Chemistry Learning Experiences of Higher Education Base on Gender and Grade Level Differences. Journal of Science and Science Education, 2(2), 62–67. https://doi.org/10.29303/jossed.v2i2.632
Wahyudiati, D. (2021b). Spin Jurnal Kimia & Pendidikan Kimia Ethnochemistry: Analisis Relevansi Materi Sistem Periodik Unsur Dengan Kearifan Lokal Sasak. Spin, 3(2), 190–199. https://doi.org/10.20414/spin.v3i2.4402
Wahyudiati, D. (2022a). Critical Thinking Skills and Scientific Attitudes of Pre-Service Chemistry Teachers Through the Implementation of Problem-Based Learning Model. Jurnal Penelitian Pendidikan IPA, 8(1), 216–221. https://doi.org/10.29303/jppipa.v8i1.1278
Wahyudiati, D. (2022b). Ethnochemistry: Exploring the Potential of Sasak and Java Local Wisdom as a Teaching Materials. Jurnal Pendidikan Kimia Indonesia, 6(2).
Wahyudiati, D. (2022c). Implementation of Islamic Education Concept in Ethnochemistry. Jurnal Tarbiyatuna, 13(1), 19–28. https://doi.org/10.31603/tarbiyatuna.v13i1.5310
Wahyudiati, D., & Qurniati, D. (2023). Ethnochemistry: Exploring the Potential of Sasak and Javanese Local Wisdom as a Source of Chemistry Learning to Improve the Learning Outcomes of Pre-Service Teachers. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 11(1), 12-24.
Wahyudiati, D., & Qurniati, D. (2022). The Effect of Project-Based Learning on Pre-Service Chemistry Teachers’ Self-Efficacy and Critical Thinking Skills. Jurnal Penelitian Pendidikan IPA, 8(5), 2307-2311.
Wahyudiati, D., Rohaeti, E., Irwanto, Wiyarsi, A., & Sumardi, L. (2020). Attitudes toward chemistry, self-efficacy, and learning experiences of pre-service chemistry teachers: Grade level and gender differences. International Journal of Instruction, 13(1), 235–254. https://doi.org/10.29333/iji.2020.13116a
Wahyudiati, D. (2021). Eksplorasi Sikap Ilmiah Dan Pengalaman Belajar Calon Guru Kimia Berdasarkan Gender Exploration of Scientific Attitudes and Learning Experiences of Prospective Chemistry Teachers Based on Gender. Spin Jurnal Kimia & Pendidikan Kimia, 3(1), 45–53. https://doi.org/10.20414/spin.v3i1.3333
Wahyudiati, D. (2023). The Relationship between Ethnochemistry Learning Experience and Cognitive Learning Outcomes Based on Gender. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 8(1), 57-61.
Yuliana, I., Cahyono, M. E., Widodo, W., & Irwanto, I. (2021). The effect of ethnoscience-themed picture books embedded within contextbased learning on students' scientific literacy. Eurasian Journal of Educational Research, 2021(92), 317–334. https://doi.org/10.14689/ejer.2021.92.16
Yusuf, F., & Adeoye, E. (2012). Developing Critical Thinking and Communication Skills in Students: Implications for Practice in Education. African Research Review, 6(1), 311–324. https://doi.org/10.4314/afrrev.v6i1.26
Z, Y., Zed, M., & Erianjoni, E. (2018). A Study on Sasak's Local Wisdom in Supporting Tourism Development in Central Lombok Regency. Sumatra Journal of Disaster, Geography and Geography Education, 2(1), 96. https://doi.org/10.24036/sjdgge.v2i1.119
Zhu, Z. (2007). Gender differences in mathematical problem solving patterns: A review of literature. International Education Journal, 8(2), 187–203.
How to Cite
Copyright (c) 2023 Adi Fadli
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Tatsqif Journal is an open access journal under the Creative Commons Attribution-ShareAlike 4.0 International License. Authors and readers may copy and redistribute the material in any medium or format, as well as remix, alter, and build upon the material for any purpose, even commercially, but they must give appropriate credit (citing the article or content), provide a link to the license, and indicate if changes were made. If you remix, alter, or build upon the material, you must distribute your contribution under the same license as the original.
Copyright Transfer Agreement
Authors submitting manuscripts with the understanding that if accepted for publication, the copyright of the article will be assigned to Jurnal Tatsqif Faculty of Tarbiyah and Keguruan Universitas Islam Negeri Mataram as the publisher of the journal. Copyright includes the exclusive right to reproduce and transmit the article in all forms and media, as well as translations. The Editor and Board of Editors of Jurnal Tatsqif, Faculty of Tarbiyah and Keguruan, Islamic State University of Mataram make every effort to ensure that no false or misleading data or opinions are published in the journal. In any way, the content of articles published in Tatsqif Journal is the sole and exclusive responsibility of the respective authors.