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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.
Authors: Anwar YAS; Study Program of Chemistry Education, Faculty of Teacher Training and Education, Universitas Mataram, Mataram, Indonesia., Melani BZ; Doctoral Program of Education, Faculty of Teacher Training and Education, Universitas Mataram, Mataram, Indonesia., Harjono A; Doctoral Program of Education, Faculty of Teacher Training and Education, Universitas Mataram, Mataram, Indonesia., Wardana LA; Student of Doctoral Program of Education, Faculty of Teacher Training and Education, Universitas Mataram, Mataram, Indonesia.
Source: Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology [Biochem Mol Biol Educ] 2026 Mar-Apr; Vol. 54 (2), pp. 167-178. Date of Electronic Publication: 2026 Mar 06.
Publication Type: Journal Article
Language: English
Journal Info: Publisher: John Wiley & sons Country of Publication: United States NLM ID: 100970605 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1539-3429 (Electronic) Linking ISSN: 14708175 NLM ISO Abbreviation: Biochem Mol Biol Educ Subsets: MEDLINE
Imprint Name(s): Publication: 2002- : Hoboken, NJ : John Wiley & sons
Original Publication: Oxford, UK : Elsevier, c2000-
MeSH Terms: Problem-Based Learning*/methods , Biochemistry*/education, Ananas/chemistry ; Humans ; Students ; Educational Measurement ; Curriculum
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.
(© 2026 International Union of Biochemistry and Molecular Biology.)
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Contributed Indexing: Keywords: argumentation; biochemistry; communication; inquiry; problem‐based learning
Entry Date(s): Date Created: 20260306 Date Completed: 20260327 Latest Revision: 20260327
Update Code: 20260327
DOI: 10.1002/bmb.70044
PMID: 41789482
Database: MEDLINE
Description
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.<br /> (© 2026 International Union of Biochemistry and Molecular Biology.)
ISSN:1539-3429
DOI:10.1002/bmb.70044