Ibrohim

Integrating Place-Based Education in Biology Learning through Inquiry to Improve Studentrs Cognitive Ability and Scientific Attitudes in Sumbawa

The integrating of place-based education needs to make the learning activity more meaningful and make student can apply their knowledge to solve the real problem around them. The purpose of this research is to describe the integrating of place-based education in biology learning through inquiry to improve students cognitive ability and scientific attitude in Sumbawa. The result shows that integrating environmental capacity such as Rawa Lake and Beringin Sila River into learning activity through inquiry can make student cognitive ability increase. By learning directly from the environment, the student has a sign of progress in scientific attitudes in each learning activity. They release that environmental sustainability is their responsibility. So they try to keep the environment by giving the idea to solve the environmental problem. Keywords— place-based education, inquiry, cognitive ability,

Patrap Triloka Ethno-Pedagogy With Research-Based Learning Settings to Develop Capability of Pre-Service Science Teachers: Literature Review

Student’s capabilities are among the most commonly discussed research in higher education. In the Indonesian history, developing student capabilities is welldocumented aligning with Patrap Trilokathe – a local wisdombased education-. This was initially raised by Ki Hadjar Dewantara which was then scrutinized by the several universities in Indonesia (UM, UGM, UST, UNESA). This paper examines the literature about the thinking concept of Ki Hajar Dewantara in Patrap Triloka and its implication for the preservice science teachers’ capabilities. This study was administered using an interdisciplinary perspective method, namely ethnic-pedagogy (the study of learning innovation that discusses the interaction between local wisdom and learning). The procedure used is as follows: (1) collecting literature and primary sources (Book 1 Ki Hajar Dewantara on Education); (2) analyzing the literature obtained, and (3) conceptualizing the outcomes of the investigation that has been conducted. The results of this study conclude two points: 1) the idea of Patrap Triloka ethnic-pedagogy implementation for the development of candidate capability of science teachers; 2) the conceptualization of capabilities for prospective science teachers is an individuals self-efficacy in applying theoretical concepts of science, pedagogy, developmental characteristics of learners, and building performance capabilities, communication, collaboration and mastery of digital technology through empirical experience. As well as attitudes (responsibilities) that take into account and apply the excellent culture of the Indonesian (gotong-royong, Bhinneka Tunggal Ika, courtesy) in known and new situations. Implications and recommendations for further research are described in this paper. Keywords— Ethno-Pedagogy, Research Based-Learning

Haplotype Diversity of COI Gene of Hylarana chalconota Species Found at State University of Malang

Hylarana chalconota is a cryptic species of frog endemic to Java Island [1]. This species is small with long legs, and brown skin. The Snout-Vent Length (SVL) ranges between 30-40 mm for male and 45-65 mm for female. [4] Reports the existence of this species in State University of Malang, which was not found in 1995 [5]. Sampel #1 displays spots in its skin, which does not exist in sample #2. To reveal the haplotype diversity of COI gene in this species, we analyzed Cytochrome-c oxidase subunit-1 (COI) sequences of both samples. Using a pair of primers according to [6] both samples had 604 bp and 574 bp fragment length, respectively. These fragments showed polymorphism; with mutation position in sites 104, 105, and 124. Based on this result, we suggest that the two samples share a different haplotypes, proposed as UM1 and UM2.