Proceedings of the 9th Mathematics, Science, and Computer Science Education International Seminar (MSCEIS 2023)

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A Cloning Issue of Human, Animal, and Plant in Science Teachers’ Argumentation: A study in Islamic Organization-Based Schools

Authors
Afridha Laily Alindra1, *, Ari Widodo2, Fitri Nuraeni1, Nenden Permas Hikmatunisa1, Hafiziani Eka Putri1
1Primary School Teacher Education Study Program, Purwakarta Campus, Universitas Pendidikan Indonesia, Purwakarta, Indonesia
2Biology Education Study Program, Purwakarta Campus, Universitas Pendidikan Indonesia, Purwakarta, Indonesia
*Corresponding author. Email: afridhalaily@upi.edu
Corresponding Author
Afridha Laily Alindra
Available Online 3 September 2024.
DOI
10.2991/978-2-38476-283-5_11How to use a DOI?
Keywords
Argumentation; Cloning Issue; Islamic Organization
Abstract

Cloning is a fascinating topic in the socio-scientific question. This is a contentious question in both religion and science. Science teachers must be able to deliver this topic proportionally in the practice of science learning in class. The purpose of this study is to investigate how science teachers in Islamic organization-based schools argue over human, animal, and plant cloning. This study was carried out at three Islamic organization-based schools. This study used the qualitative technique, with observations of learning about cloning in class, a questionnaire, and an in-depth interview with six science teachers from three different schools in Banten Province, Indonesia. The findings of the study reveal that the topic of human, animal, and plant cloning is not only coupled with a religious aspect; there are distinct argumentative patterns in the minds of teachers. As a result, more research is needed to investigate the effects of Islamic organizations on the arguments and practice of cloning issue teaching in Islamic organization-based schools.

Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 9th Mathematics, Science, and Computer Science Education International Seminar (MSCEIS 2023)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
3 September 2024
ISBN
978-2-38476-283-5
ISSN
2352-5398
DOI
10.2991/978-2-38476-283-5_11How to use a DOI?
Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Afridha Laily Alindra
AU  - Ari Widodo
AU  - Fitri Nuraeni
AU  - Nenden Permas Hikmatunisa
AU  - Hafiziani Eka Putri
PY  - 2024
DA  - 2024/09/03
TI  - A Cloning Issue of Human, Animal, and Plant in Science Teachers’ Argumentation: A study in Islamic Organization-Based Schools
BT  - Proceedings of the  9th Mathematics, Science, and Computer Science Education International Seminar (MSCEIS 2023)
PB  - Atlantis Press
SP  - 106
EP  - 114
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-283-5_11
DO  - 10.2991/978-2-38476-283-5_11
ID  - Alindra2024
ER  -