CHARACTERISTICS AND RECONSTRUCTION OF THE ETHNO-SSI-INTEGRATED COPBL MODEL TO STRENGTHEN STUDENTS' EMPLOYABILITY SKILLS: A CONTENT ANALYSIS
DOI:
https://doi.org/10.32699/e1anfp64Keywords:
Contextual teaching learning, Employability skills, Ethnoscience, Problem based learning, SSIAbstract
There is a lack of innovation in science learning models that integrate culture and societal social issues while also fostering employability skills. The purpose of this study is to analyze the characteristics through the philosophical, conceptual, and procedural foundations of the Ethno-SSI integrated CoPBL model and its reconstruction. The research method is descriptive qualitative with a philosophical approach to library research design and reconstruction practice. Data collection includes primary, secondary, and contemporary literature documentation with critical analysis and triangulation. The results of the study indicate that there is a philosophical foundation in constructivism in finding ideas and concepts, cognitive-humanistic in the development of thinking skills, and cognitive-social in interactions with social issues in society. The conceptual model shows the relationship between the CTL model, PBL, and thinking skills; the relationship between the ethnoscience approach, SSI, and employability skills; and the construction of the Ethno-SSI integrated CoPBL model. The procedural model uses the principle of PILAR (Problem statement, Inquiry, Learning community, Assisting, Reflection) syntax reactions, support systems, and the impact of employability skills instruction. Science reconstruction produces Ethno-SSI information for the Wonosobo district to train students' employability skills through indicators of creativity (FI_1), communication skills (FI_2), adaptability (FI_3), problem solving (FI_4), characteristic thinking (FI_5), and self-confidence (FI_6). The research contributes to the innovation of a model capable of integrating cultural issues and the facilitation of employability skills
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