A Cloning Issue of Human, Animal, and Plant in Biology Teachers^ Argumentation: A study in Islamic Organization-Based Schools Afridha Laily Alindra a*) Ari Widodo b) Fitri Nuraeni a) Nenden Permas Hikmatunisa a) Hafiziani Eka Putri a)
Universitas Pendidikan Indonesia, Purwakarta Campus Jalan Veteran No. 8, Purwakarta 41115, West Java Province, Indonesia
*afridhalaily[at]upi.edu
Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, Bandung 40154, Indonesia
Abstract
Cloning is a fascinating topic in the socio-scientific question. This is a contentious question in both religion and science. Biology 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 biology 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 biology 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. The designs are given in economic, social humanity and knowledge frameworks. These three frameworks provide the fundamental colors for each teacher^s discourse. 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.
