POWERFUL INTRODUCTION

REASONING<>KNOWLEDGE GAP<>SCHOOL OF THOUGHT

 LANDASAN IDEOLOGIS “INTRODUCTION”
➢ Introduction menjawab pertanyaan “REASONING“:
MENGAPA topik itu dipilih, MENGAPA topik itu penting, MENGAPA
pendekatan/metode itu dipilih?
➢ Introduction menjawab pertanyaan tentang
LANDASAN

“KNOWLEDGE GAP“: bagaimana kesenjangan

pengetahuan hendak diatasi dalam tulisan ini
➢ Introduction merupakan pernyataan tentang
“SCHOOL OF THOUGHT“: memberikan
sumbangan baru dalam mendekati isu/topik (yang
membedakan dengan yang selama ini ada)
 ISI INTRODUCTION
1. MEMPERKENALKAN TOPIK YANG DIPILIH: fenomena shocking atau data
yang shocking
2. BACKGROUND INFORMATION TENTANG TOPIK YANG MAU DITULIS:
Alasan mengapa topik itu penting
3. APA SAJA YANG SUDAH DIKETAHUI (ISU/ASPEK YANG SUDAH DIRESPONS,
PENDEKATAN YANG SUDAH DIGUNAKAN, HASIL YANG SUDAH DICAPAI)
4. APA YANG BELUM DIKETAHUI (GAP PENGETAHUAN): Pernyataan tentang
“kebutuhan” pengetahuan baru atau tindakan baru (pemecahan masalah).
5. MENGAPA KESENJANGAN (PENGETAHUAN/KEBIJAKAN) ITU
PERLU/PENTING DIISI: apa gunanya memecahkan masalah, apa untungnya
6. TUJUAN TULISAN: Secara khusus apa yang ingin dilakukan untuk mampu
mengisi kekurangan atau menyumbangkan pengetahuan (baru) atau
pemecahan masalah baru
7. ARGUMEN/HIPOTESIS: Apa jawaban sementara atas pertanyaan-pertanyaan
penelitian (perlihatkan sudut pandangan yang berbeda, jawaban yang
berbeda dengan yang pernah ada)
SUSUNAN INTRODUCTION
ISU SOSIAL/KEAGAMAAN (LOKAL-EMPIRIS) -
PROBLEM – KONTEKS (GLOBAL-KONSEPTUAL)

Jawaban/penjelasan selama ini (Literatur)

Kekurangan dari jawaban yang ada
jawaban yang ditawarkan oleh tulisan ini

Tujuan khusus tulisan

“distinction”

Argument
 KOMPOSISI INTRODUCTION
FAKTA SOSIAL -LITERATUR -TUJUAN -ARGUMEN
Penggunaan Sejah ini studi tentang Tujuan tulisan ini Tulisan ini
teknologi dalam dampak positif dan melengkapi didasarkan pada
pembelajaran dampak negatif kekurangan argumen bahwa
teknologi kurang
sejak kebijakan (meluruskan teknologi tidak
memperhatikan konteks
social distancing yang menjelaskan kesalahpahaman) dari sekadar bersifat
pada masa covid-19 bagaimana teknologi penafsiran atas berguna atau tidak
telah membuka diterima dan teknologi yang bersifat berguna bi umat
ruang intervensi bagaimana ditolak. normatif, bik buruk manusia, tetapi
teknologi yang Studi ini (berbeda atau penerimaan telah menjadi jalan
selama ini ditolak. dengan studi yang ada) penolakan teknologi keluar bagi
Teknologi selama ini menganalisis secara dengan menganalisis persoalan umat
dinilai mengancam seksama bagaimana
bagaimana teknologi manusia dan
manusia dan suatu konteks struktural
telah memungkinkan menjawab tantangan sebagai awal dari
kemanusiaan. Nilai-
sesuatu yang asing dan historis dan kebutuhan transformasi
nilai yang dibawa
teknologi sebelumnya ditolak umat manusia dengan peradaban secara
mengandung ideologi dapat diterima sebagai berkaca pada kasus mendasar
yang bertentangan bagian yang tidak COVID-19
dengan budaya… terpisahkan
Pembukaan
shocking
Tidak
diperhatikannya
isu etnisitas dalam
Dukungan tuisan yang ada
literatur

Black, Asian,
Minority, Ethnic
The Lancet, Vol. 395, June 27, 2020
 ▪ Ecology constitutes an inherent part of most western countries’
curricula (Eilam, 2012), and knowledge of ecological systems with a
Isu/topik special focus on ecosystems, interactions and interdependence is
considered a fundamental part of biology and environmental edu-
cation course content (Cherrett, 1989; McComas, 2002; Volk, 1998).
Thus an increasing number of science and environmental education
studies have investigated the understanding of ecosystem features on
the part of students (e.g. food chains: Eilam, 2002; Reiner & Eilam,
2001; systems: Hogan, 2000; Jordan et al., 2009; food webs/nutrient
cycles: Demetriou et al., 2009; Hogan & Fisherkeller, 1996; Munson,
1994; Schizas et al., 2016; energy flows: Lin & Hu, 2003) and
preservice (Zak & Munson, 2008) or in-service teachers (Beals et al.,
2012).
▪ The starting point for carrying out all of this research is hidden
reason assumptions pertaining to the ‘obviousness’ and ‘correctness’ of
scientific knowledge. Science and environmental educators implicitly
presuppose that the ecosystem per se is clearly defined and consider
learners’ misunderstandings to be incorrect scientific interpretations
of uncontested knowledge content (Robertson, 1994). Furthermore,
they overlook the need to elaborate on core holistic aspects of the
‘ecosystem’ entity and address their empirical studies as if they were
irrelevant to Nature of Science (NOS) tenets such as the tentativeness
and social-cultural embeddedness of scientific knowledge (Schizas et
al., 2018; Schizas, Papatheodorou, et al., 2019).
▪ Schizas, Papatheodorou, et al. (2019) have questioned the
aforementioned hidden assumptions and have explored how in-
service secondary education Greek biology tea-chers understand
crucial holistic aspects of the ecosystem such as ecosystem self-regu-
lation and balance under the assumption that the ecosystem is an ill-
defined concept.
▪ As a matter of fact, the concept of ecosystem finds the qualities or
attributes that con-notes along with the members of the class that
denotes within the scientific field of systems ecology (Lefkaditou &
Stamou, 2006; Golley, 1993; Marshall, 2002; McIntosh, 1985). Systems
ecology was born and developed during the 1950s and 60s but
declined after the 1970s under the pressures of persisting unsolved
puzzles and problems (Schizas, 2012; Schizas & Stamou, 2005; Schizas
& Stamou, 2006; Schizas & Stamou, 2007; Schizas & Stamou, 2010) due
to which the ‘ecosystem’ suffers from serious definitional
shortcomings. These puzzles and problems pertain to the difficulties
that the flag-bearing pioneers of systems ecology, namely Eugene
and Howard Odum (Marshall, 2002), and their descendants have
encountered in (a) determining ecosystem borders;
Schizas, D. et al. (2020). Unravelling the holistic nature of ecosystems: biology teachers’
conceptions of ecosystem borders, International Journal of Science Education, 20 June 2020.
▪ The present study also resists to the particular forms of ‘objectivism’
that penetrate science and environmental education research
(Gough, 1999) and complements the study of Schizas,
Papatheodorou, et al. (2019). While the latter study focused on the Study
second problem, the present study aims at investigating how in-
service secondary education Greek biology teachers address the
first problem, which is related to the topic of ecosystem
terdahulu
delimitation.
▪ To the best of our knowledge, it is the first time that research on how
teachers and students understand ecosystem features focuses on
this topic. Remarkably, ecosystem delimitation is not only a topic
among other equal topics on ecosystem understanding; it lies at the
heart of how ecosystem is defined as a holistic entity because it
refers to whether and how holism behind ‘ecosystem’ can be
anchored in the empirical world.
▪ Thus, while conducting our research, the following research
questions were considered important: Do biology teachers struggle Tujuan
with problems in defining ecosystem borders and if no, how do they
cope with the relevant problems that system ecologists
encountered? Moreover, how do biology teachers become able to (pertanyaan)
separate an ecosystem from its surroundings and what are the
implications of their decisions for the holistic nature of ecosystem?
To be more specific, are this separation and the resulting
conceptualisation of the ‘ecosystem’ consistent with the scientific
holism of systems ecologists or not?
▪ Prior to proceeding with our investigation, we provide a synopsis of
another research (Schizas et al., 2018) which first questioned the
assumptions of the ‘obviousness’ and the uncontested nature of the
ecosystem concept. In this study, the authors combine research
findings of the history and philosophy of ecology through a textbook
analysis to identify subtle errors in representations of the concept of
the ecosystem in the Greek biology text-book used for the 12th
grade (Adamantiadou et al., 2013). These errors arise primarily
from the four conceptual problems that the term ‘ecosystem’ faces
within the systems ecology field.
▪ Thus, before showing how biology teachers understand aspects of
ecosystem delimita-tion, we present problems that system
ecologists encounter in addressing this topic and subtle errors that
the Greek biology textbook presents in describing this topic.
Interest-ingly, while examining how the textbook reproduces this
problem and generates additional problems due to the
recontextualisation process occurring during didactical
transposition, the study of Schizas et al., 2018) also highlights
misunderstandings that may be created on the part of textbook
users.
 MODEL KALIMAT SHOCKING
• Di tengah pengaruh globalisasi dan kekuatan besar yang
melemahkan (menghilangkan) budaya lokal, praktik
tradisi x (justru) bertahan dan semakin menguat
• Keberadaan suatu praktik bukan hanya memperlihatkan
berlakunya suatu ide atau nilai, tetapi juga merupakan
gugatan atas keabsahan yang selama ini diyakini
• Tingkat gugat cerai, perkawinan dini, kenakalan remaja,
kriminalitas, meningkat lima kali lipat dalam tiga tahun
terkahir....
• Penjelasan tentang keterlibatan agama dalam gerakan
radikalisme telah menyesatkan publik dan menggugat
kredibilitas agama