scholarly journals Designing PISA Like Problems for West Sumatra Mathematics and Science Junior High School Teachers

2020 ◽  
Vol 3 (1) ◽  
pp. 75
Author(s):  
Ahmad Fauzan ◽  
Fridgo Tasman
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
High School Mathematics ◽  
Junior High School Teachers ◽  
West Sumatra ◽  
Mathematics And Science Teachers ◽  
Test Result ◽  
Mathematics And Science

PISA (Program for International Students Assessment) test result on 2018 put Indonesia in the 72th position of 78 countries. The report showed the importance to improve the level of students thinking ability. There are many possible ways to develop students’ thinking. One way to do that is by giving the students drill to solve PISA problems. However, this solution is difficult to implement because designing PISA problems is difficult for the teachers. Therefore, 24 junior high school mathematics and science teachers ware selected in order to give them training and workshop to improve their ability to design PISA like problems using action research methods. Three stages ware implemented in the training and workshop. First, introduction to PISA, Second, designing PISA Problems, and third, trying out and evaluating the test result. Product of the workshop are 48 PISA like problems of mathematics and 42 PISA like problems of science.

scholarly journals Primary and junior high school mathematics and science teachers’ views on teaching in the Cape Coast Metropolis of Ghana

2019 ◽  
Vol 15 (2) ◽  
pp. 17-34
Author(s):  
Ernest Kofi Davis ◽  
Christopher Beccles ◽  
Etheldreda Intsiful
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Science Teacher Education ◽  
Sampling Procedure ◽  
Cape Coast ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

This paper draws on conceptualization of pupil-centred and teacher-centred methods to explore the views of primary school and junior high school (JHS) mathematics and science teachers on teaching. The purpose of the study was to ascertain whether the views of these teachers place the pupils at the centre of the teaching and learning process. The research participants were selected from all the six circuits in the Cape Coast Metropolis using stratified random sampling procedure. Questionnaires were administered and responded to by 157 primary and JHS mathematics and science teachers in the Cape Coast Metropolis of Ghana. The data collected were analysed using both quantitative and qualitative data analysis methods. The findings from the study showed among others that the participants’ views about teaching were predominantly teacher-centred. Implications of the findings for mathematics and science teacher education particularly and research in mathematics and science education in Ghana generally are provided.

scholarly journals NATURAL SCIENCES JUNIOR HIGH SCHOOL TEACHERS’ UNDERSTANDING OF THE NATURE OF SCIENCE AND ITS IMPACT ON THEIR PLANNING OF LESSONS

2017 ◽  
Vol 16 (3) ◽  
pp. 366-378
Author(s):  
Nadaraj Govender ◽  
Duduzile Zulu
Keyword(s):  
High School ◽  
Nature Of Science ◽  
High School Teachers ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
Lesson Planning ◽  
Natural Sciences ◽  
School Teachers ◽  
Junior High School Teachers

An adequate understanding and classroom application of the Nature of Science (NOS) has become imperative for science teachers. Current research in senior high school science teachers’ understanding of NOS is extensive but junior high school natural sciences teachers’ understanding of NOS and planning of lessons requires further exploration. Six junior high school natural sciences teachers’ understandings of NOS, and how they translated their NOS understandings into lesson planning in South Africa were explored. The conceptual framework of the NOS used in this research is drawn from the seven NOS aspects of explicit and implicit teaching of NOS. Data were collected from teachers’ academic background questionnaires, Views of Nature of Science (VNOS(C)) questionnaires, semi-structured interviews and lesson planning documents of teachers. Data were analysed descriptively and interpretively. The findings revealed that junior high school teachers possessed inadequate understanding of NOS, and that their planning for teaching NOS was hardly influenced by their understanding of NOS aspects. The teachers’ work-schedules and lesson plans showed little explicit links of NOS aspects to lesson content. The research findings have implications for the preparation of lessons with NOS aspects linked to the curriculum content. Keywords: junior high school teachers, lesson planning, nature of science, natural sciences.

scholarly journals DESKRIPSI KOMPETENSI GURU SMP MATA PELAJARAN MATEMATIKA DAN IPA

2016 ◽  
Vol 6 (2) ◽  
pp. 39
Author(s):  
Titin Titin
Keyword(s):  
High School ◽  
High School Teachers ◽  
Junior High School ◽  
Professional Competence ◽  
Junior High ◽  
Descriptive Analysis ◽  
Survey Method ◽  
School Teachers ◽  
Junior High School Teachers ◽  
Mathematics And Science

This research aimed to describe the competency of junior high school teachers of Mathematics and Science subjects. This research uses descriptive method with the survey method. The data source in this research  is junior high school teachers of Mathematics and Science subjects which are incorporated in MGMP Sub Rayon 03 Samalantan, the number of teacher is 20. The data were collected through questionnaires. To find out the description of the competence of teachers it used descriptive analysis by using percentage. The result showed an overall competence of teachers are in a good category. The sequentially percentage of the competency of teachers are pedagogic (72.25%), professional competence (83.00%), personal competence (85.00%) and social competence (77%). Key word : Competence, Junior High School Teachers.

scholarly journals ANALISIS KESIAPAN GURU IPA DALAM IMPLEMENTASI KURIKULUM 2013 DI SMP NEGERI SE- KECAMATAN STABAT

2018 ◽  
Vol 1 (2) ◽  
pp. 114
Author(s):  
Layil Safitri
Keyword(s):  
High School ◽  
High School Teachers ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
School Teachers ◽  
Junior High School Teachers ◽  
Average Percentage

The study of Science Teacher Readiness Analysis in 2013 Curriculum Implementation in this Public Middle School aims to find out: the readiness of Junior High School science teachers in preparing learning by implementing the 2013 curriculum and the readiness of junior high school science teachers in preparing learning tools by implementing the 2013 curriculum. The subjects in this study were 2 teachers Stabat 1 state junior high school, 4 Stabat state 2 junior high school teachers, and 5 Stabat state 5 junior high school teachers. This type of research is quantitative descriptive analysis research. The results showed that: State Junior High School Teachers in Stabat Subdistrict were declared ready in preparing the 2013 curriculum learning, this can be seen from the average percentage of 79% with the ready category; State Junior High School Teachers in Stabat Subdistrict are in the ready category in preparing the 2013 curriculum learning tools, this can be seen from the following data: Average percentage of readiness of Stabat 1 Public Middle School teachers is 79% with ready category. The average percentage of readiness of Stabat 2 state junior high school teachers is 70% in the ready category.

scholarly journals PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN MATEMATIKA MENGGUNAKAN WHITEBOARD ANIMATION PADA GURU-GURU MGMP MATEMATIKA SMP KOTA PEKALONGAN

2021 ◽  
Vol 3 (1) ◽  
pp. 436-445
Author(s):  
Syita Fatih ‘Adna ◽  
Nur Baiti Nasution
Keyword(s):  
High School ◽  
Middle School ◽  
Social Media ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
School Mathematics ◽  
High School Mathematics ◽  
Junior High School Teachers

Mathematics is one of the compulsory subjects in the junior high school education unit. The presentation of Mathematics learning is not supported by creative learning media that utilize the latest technology. The challenge of teachers facing the 4.0 revolution, namely junior high school teachers must be able to utilize technology in learning in addition to varying interactive learning models. The objectives of this training are (1) to introduce mathematics teachers to the use of Animated Chalkboard that can be used as learning media, (2) to improve the ability of Mathematics teachers to create Mathematics learning media using Animation Chalkboard, (3) to produce Mathematics learning media products Middle school uploaded via social media youtube. The training for Pekalongan City Middle School Mathematics teachers was held for three months. The methods used in this activity are (1) Socialization of the use of Animated Whiteboards as a medium of Mathematics learning, (2) assistance in making Mathematics learning media using Animated Whiteboards, (3) evaluation of instructional media products and training activities. The results obtained are an increase in the ability of teachers to create Mathematics learning media using Animation Chalkboards and increase learning media products uploaded to YouTube that can be utilized by Junior High School Mathematics teachers in learning. The product produced is Mathematics learning media that has been uploaded on YouTube social media.

scholarly journals Alignment of the planned and implemented curricula in Junior High School English Language, Mathematics and Science in three Districts in Ghana

2019 ◽  
Vol 13 ◽  
pp. 19-51
Author(s):  
Ernest Kofi Davis ◽  
Mark Owusu Amponsah ◽  
Christopher Yaw Kwaah ◽  
Christopher Beccles
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Sampling Technique ◽  
Public And Private ◽  
Multi Stage ◽  
Science Curricula ◽  
Mathematics And Science

This paper draws on conceptualization of levels of curriculum as planned, implemented and attained curriculum to explore the alignment between the planned and implemented English Language, Mathematics and Science curricula in Ghana. A survey of curriculum delivery by 124 Junior High School Form 2 English, Mathematics and Science teachers, with 1268 of their students from 51 public and private schools, made up of a mix of below-average, average and above-average schools in terms of academic achievement of the students from three districts in the Central Region was carried out. A multi-stage sampling technique involving purposive and stratified random sampling methods were used in the selection of the research participants. The data were collected through documentary review, questionnaire survey for teachers and interviews with students. The data collected were analysed using both quantitative and qualitative methods. The quantitative data were analysed using frequency counts and descriptive statistics, while the qualitative data were analysed qualitatively and presented as narrative description with illustrative examples. The study revealed that gaps existed between the planned and the implemented English Language, Mathematics and Science curricula. Discussion of the findings and implications for practice, policy and research in Ghana and countries that share similar situation as Ghana are provided.

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