Metode STIFIn ini merupakan penerapan dari konsep STIFIn yang mengkompilasi dari teori-teori psikologi, neuroscience, dan ilmu sumberdaya manusia. Cara mengetahui mesin kecerdasan ini dengan STIFIn Fingerprint, sebuah tes yang dilakukan dengan cara men-scan kesepuluh ujung jari untuk mendapatkan sidik jari dengan alat fingerprint. Sidik jari yang membawa informasi tentang komposisi susunan syaraf tersebut kemudian dianalisa dan dihubungkan dengan belahan otak tertentu yang dominan berperan sebagai sistem operasi dan sekaligus menjadi mesin kecerdasan seseorang yang diberinama STIFIn yang merupakan singkatan dari sensing (disingkat S), thinking (disingkat T), intuiting (disingkat I), feeling (disingkat F), insting (disingkat In). Dengan menggunakan metode kajian literatur menganalisis bahwa keberadaan mesin kecerdasan dan kepribadian genetik ini mendorong pengembangan potensi kecerdasan manusia yang lebih efektif. Pandangan studi aksiologis metode STIFIn perlu dipelajari secara lebih mendalam, terutama penggunaannya dalam bidang pendidikan

Metode STIFIn ini merupakan penerapan dari konsep STIFIn yang mengkompilasi dari teori-teori psikologi, neuroscience, dan ilmu sumberdaya manusia. Cara mengetahui mesin kecerdasan ini dengan STIFIn Fingerprint, sebuah tes yang dilakukan dengan cara men-scan kesepuluh ujung jari untuk mendapatkan sidik jari dengan alat fingerprint. Sidik jari yang membawa informasi tentang komposisi susunan syaraf tersebut kemudian dianalisa dan dihubungkan dengan belahan otak tertentu yang dominan berperan sebagai sistem operasi dan sekaligus menjadi mesin kecerdasan seseorang yang diberinama STIFIn yang merupakan singkatan dari sensing (disingkat S), thinking (disingkat T), intuiting (disingkat I), feeling (disingkat F), insting (disingkat In). Dengan menggunakan metode kajian literatur menganalisis bahwa keberadaan mesin kecerdasan dan kepribadian genetik ini mendorong pengembangan potensi kecerdasan manusia yang lebih efektif. Pandangan studi aksiologis metode STIFIn perlu dipelajari secara lebih mendalam, terutama penggunaannya dalam bidang pendidikan.

Education is facing big challenges so that it can create qualify individuals in problem solving. Application of knowledge and or scientific concepts in the public is a realization of knowledge obtained by students at school. There are several ways to develop science education, one of which is through argumentation skill towards socioscientific issues. The socioscientific issue is scientific concept and problem-based issue, controversy, public discussion greatly influenced by socio-politics. This writing by literature study method aims to explore on argumentation skill for students so that they can face any problem solving challenges in daily life by studying; application of argumentation skill for socio scientific issue in daily life, argumentation and reasoning as well as Toulmin Argumentation Patter as the pattern used in student argumentation skill access.

Students will achieve the expected science education outcomes by giving more chances for scientific argumentation through building an argument, considering it, and debating various explanations on the phenomena. The learning activity is a complex and fast process, therefore the use of video can be a solution since the learning process can be explained in detail and observed repeatedly so that it can be analyzed properly. This study aims to analyze learning activities that facilitate the argumentation in biology on the topic of cloning in high schools. The study was conducted in three Islamic-based Private High Schools in South Tangerang City, Banten Province, Indonesia. The descriptive analysis method for Biology learning activities is recorded in full by using a video camera, then the video is transcribed and analyzed to determine the continuity of argumentation skills. The results of the analysis show that there is still a lack of scientific argumentation skills in learning cloning topic. Learning experiences taken by students have not provided an opportunity for in-depth scientific argumentation. It is necessary for biology learning efforts which can improve students' science argumentation skills.

One of the exciting topics in the socio-scientific issue is cloning. This issue is seen as a debatable issue in religion and science. In the practice of science learning in class, Biology teachers are required to be able to present this topic proportionally. This research aims to study how the arguments of Biology teachers in Islamic organization-based senior high schools in Indonesia face the cloning issue of sacrificed animals. This research was conducted in three Islamic organization-based senior high schools. This research uses the qualitative method by observation process on the learning of cloning topic in the class, questionnaire, and an in-depth interview with Biology teachers of XII grade from the three different schools in Banten Province, Indonesia. Results of the research show that related to the cloning issue of sacrifice (Qurban) animals is not only related to the religious aspect; there is the existence of specific argumentation patterns in the mind of the teachers. The designs are presented in the frameworks of economic (Organization A), social humanity (Organization B), and knowledge (Organization C). These three frameworks of organization give the primary colors for each teacher's argumentation. Thus, further studies must explore the effects of Islamic organizations on the arguments and the practice of cloning topic teaching at Islamic organization-based senior high schools.