Ethnicity on the Teaching Skills of Culturally Literate Prospective Science Teachers

Culturally literate science is taught through community culture as a learning resource. The culture in the community around the school or native Indonesian culture is expected to be learning resources. The research aims to reveal the ethnicity of prospective science teachers in microteaching courses concerning culture-based teaching skills. The research used a quantitative approach with a quasi-experimental method. The dependent variable research was the teaching skills of prospective science teachers of different ethnicities. A quasi-experimental method was chosen to investigate the relationship between ethnicities and the teaching skills of prospective science teachers. This research finds that Papuan and Minang prospective science teachers have better abilities to integrate culture in implementing teaching practices through microteaching. Papuan prospective science teachers live in the interior, far from urban areas, and are still accustomed to using local culture in their daily activities. These factors make it easier for them to provide examples of culturally literate science. There is a linear relationship between ethnicity and culturally literate teaching skills from the test results, with a significant value of 0.710 > α (0.05).