Hasan Subekti, Siti Nurul Hidayati, Desi Nuzul Agnafia, Heribertus Amaunut Colo
Scientific writing skills are very necessary to be taught to students to answer the challenges of the 21st century in the era of disruption, including by utilising information technology trends, namely artificial intelligence. This research aims to explore the potential of ethnoconservation in Selo Ondo to practise scientific writing for science teacher candidates. The participants in this study are 16 (all) students from campuses in Ngawi Regency, East Java. This research is classified as descriptive. The observation sheet, which serves as the instrument for assessing the implementation of the Aesthetic Student Teacher Elaborate Research Model (ASTER Model) and identifying learning challenges, reflects both the model lecturer's approach and that of the research team. The data was analyzed descriptively. The results show that all steps can be implemented; however, challenges arise, including the framework of not utilizing the ability to write scientifically, not using reference management applications, unclear journal submission purposes, and high levels of plagiarism. Concluded the implementation of the ASTER Model in the form of ethnoconservation exploration activities in Selo Ondo has the potential to teach science publication skills. However, prospective science teacher students still face many challenges. © The Authors, published by EDP Sciences.
Universitas Negeri Surabaya, Surabaya, Indonesia; STKIP Modern Ngawi, Ngawi, Indonesia; Universitas Oriental Timor Lorosa’e, Dili, Timor-Leste
