Integrating Local Traditional Practices into Problem-Based Learning to Enhancing Inquiry and Argumentation Skills in a Biochemistry Course
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| Title: | Integrating Local Traditional Practices into Problem-Based Learning to Enhancing Inquiry and Argumentation Skills in a Biochemistry Course |
|---|---|
| Language: | English |
| Authors: | Yunita Arian Sani Anwar (ORCID |
| Source: | Biochemistry and Molecular Biology Education. 2026 54(2):167-178. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Problem Based Learning, Inquiry, Persuasive Discourse, Science Process Skills, Biochemistry, Preservice Teachers, Indigenous Knowledge, Authentic Learning, Observation, Scores, Visualization, Scientific Concepts |
| DOI: | 10.1002/bmb.70044 |
| ISSN: | 1470-8175 1539-3429 |
| Abstract: | This study aims to explore and examine the impact of integrating local traditional practices into Problem-Based Learning (PBL) on the inquiry and argumentation skills of preservice teacher students. The local traditional practice incorporated in this study involved using pineapple and papaya waste to produce coconut oil, which is closely related to concepts taught in the Biochemistry course. During the preimplementation stage of PBL, students conducted field visits to observe and analyze these local traditional practices as authentic learning resources. The study involved 72 students divided into a control group (N = 35) and an experimental group (N = 37), employing a pretest-posttest control group design. Inquiry skills were measured using a rubric covering 11 subskills, including problem interpretation, observation, hypothesis formulation, experimental design, implementation of the design, use of equipment, data collection, data analysis, conclusion development, team collaboration, and communication. Argumentation skills were measured using a rubric consisting of three indicators: identifying claims, providing evidence, and giving justification. The results showed that the number of students categorized as having high inquiry skills in the experimental group was greater than in the control group. Analysis of subskills revealed higher mean scores for the experimental group across most components, except for the subskills of observation and implementation of experimental design, which showed no significant difference between groups. Similarly, argumentation skills demonstrated substantial improvement across all measured indicators. Integrating local traditional practices as learning resources helped students visualize real-world applications of scientific concepts and enhanced their inquiry and argumentation skills. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500955 |
| Database: | ERIC |
| Abstract: | This study aims to explore and examine the impact of integrating local traditional practices into Problem-Based Learning (PBL) on the inquiry and argumentation skills of preservice teacher students. The local traditional practice incorporated in this study involved using pineapple and papaya waste to produce coconut oil, which is closely related to concepts taught in the Biochemistry course. During the preimplementation stage of PBL, students conducted field visits to observe and analyze these local traditional practices as authentic learning resources. The study involved 72 students divided into a control group (N = 35) and an experimental group (N = 37), employing a pretest-posttest control group design. Inquiry skills were measured using a rubric covering 11 subskills, including problem interpretation, observation, hypothesis formulation, experimental design, implementation of the design, use of equipment, data collection, data analysis, conclusion development, team collaboration, and communication. Argumentation skills were measured using a rubric consisting of three indicators: identifying claims, providing evidence, and giving justification. The results showed that the number of students categorized as having high inquiry skills in the experimental group was greater than in the control group. Analysis of subskills revealed higher mean scores for the experimental group across most components, except for the subskills of observation and implementation of experimental design, which showed no significant difference between groups. Similarly, argumentation skills demonstrated substantial improvement across all measured indicators. Integrating local traditional practices as learning resources helped students visualize real-world applications of scientific concepts and enhanced their inquiry and argumentation skills. |
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| ISSN: | 1470-8175 1539-3429 |
| DOI: | 10.1002/bmb.70044 |
