scholarly journals Teacher Basic Skills in Learning Science in Junior High Schools Facing the 21st Century

2021 ◽  
Vol 7 (3) ◽  
pp. 331
Author(s):  
Muhlis H. Usman ◽  
Agil Al Idrus ◽  
Aris Doyan ◽  
Harry Soeprianto ◽  
Aliefman Hakim
Keyword(s):  
High School ◽  
Science Teachers ◽  
21St Century ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
Junior High Schools ◽  
High School Science ◽  
Teaching Skills ◽  
Qualitative And Quantitative

This study aims to determine the level of teacher skills in science learning in junior high schools facing the 21st century, especially the basic teaching skills of teachers. The research examined consisted of two types of data, namely qualitative and quantitative from the eight basic skills of teachers. The qualitative and quantitative data were interpreted and obtained information from the group discussion forums. The results show that the level of basic teaching skills for science teachers in Mataram City Junior High School is 33.4% very good, 60% in a good position, 6.6% at a sufficient level. Meanwhile, of the eight basic teaching skills of science teachers, the skills to open lessons and various teaching skills for junior high school science teachers in Mataram have very good skills, while explaining skills are still lacking, and basic teaching skills in very good categories are found in junior high school science teachers who are senior or already occupying a position. Coach level IV/a and above.

scholarly journals PENINGKATKAN KETERAMPILAN MENGAJAR GURU SMP MATA PELAJARAN IPA DALAM MENERAPKAN PENDEKATAN SAINTIFIK

1970 ◽  
Vol 4 (2) ◽  
pp. 335-355
Author(s):  
Sophuan Sophuan
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
Teaching Skills ◽  
The Third ◽  
Scientific Approach ◽  
High School Science Teachers

Based on observation result, study documentation of interview and questionnaire that was given to the students, problems found, the teaching skills of junior high school science teachersat STOof Ogan Ilir regency inapplying scientific approach had been still low, this research was conducted with the aim to investigate whether STO activity ofOgan Ilir regency could improve the teaching skills of junior high school science teachers in Ogan Ilir regency in implementing the scientific approach. The methodology used in this research is action research which was conducted for three cycles. Each cycle consists of, planning, execution, observation, evaluation and reflection. The result showed that the teaching skill of junior high school science teachers in applying scientific approachhad improved significantly from the first cycle to the second cycle, and from the second cycle to the third cycle. Increasing of teaching skills of science teacher in applying scientific approach was the effect of STO activity.  

scholarly journals 21st Century Skills of Junior High School Science Teachers: A Training Needs Assesment

2021 ◽  
Vol 8 (9) ◽  
pp. 218-238
Author(s):  
Alibai Unsi ◽  
SAMER G. MENTOK ◽  
SOLAYHA A. SAM
Keyword(s):  
High School ◽  
Science Teachers ◽  
21St Century ◽  
Junior High School ◽  
21St Century Skills ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
Information Media ◽  
High School Science Teachers

Classroom teachers need to be familiar with 21st century skills and integrate them throughout the curriculum as these directly impact teaching and learning. This study assessed the 21st century skills of Junior High School Science teachers of Cotabato City Division as a form of training needs assessment for professional development. This study also answered the level of proficiency of the respondents in terms of Learning and Innovation Skills, information, media and technology skills, and career and life skills. This study used descriptive quantitative approach using a questionnaire adapted from framework developed by the Partnership for 21st Century Learning (P21). The analysis and interpretation used descriptive and inferential statistics. The Learning and Innovation Skills got the lowest grand mean, while the information, media and technology got the highest grand mean. There is no statistically significant difference between the mean ratings of the proficiency of the skills of the teachers and the administrators. This study concludes that the Junior High School Science teachers of Cotabato City Division have highly practiced/ applied 21st Century Skills. The means revealed that the respondents are most proficient information, media and technology skills and are less proficient in Learning and Innovation Skills.

scholarly journals Science Teachers Abilities in Integrating Population and Environmental Education with Science Subjects of Junior High School in Mamasa Regency, Indonesia

2021 ◽  
Vol 10 (1) ◽  
pp. 81-91
Author(s):  
M. Mithen ◽  
O. Onesimus ◽  
A. Arfandi ◽  
R. Raeny ◽  
R. Rahmansah
Keyword(s):  
High School ◽  
High Schools ◽  
Environmental Education ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
Junior High Schools ◽  
High School Science ◽  
Structured Interviews

This study aims to find the ability of science teachers in integrating Population and Environmental Education (Pendidikan Kependudukan dan Lingkungan Hidup/PKLH) with science subjects based on the 2013 Revised Curriculum (K13 Revision) in State Junior High Schools in Mamasa Regency. The study population was 106 junior high schools in Mamasa district with an average of one science teacher per school. Sampling was done randomly, 20% of the population (21 teachers). This study used a single variable, namely the ability of science teachers to integrate PKLH material with science learning in junior high schools. Furthermore, it is translated into five sub-variables, including 1) readiness for teaching, 2) knowledge of K13 Revision, 3) ability to identify PKLH material in junior high school science subjects based on K13 Revision, 4) knowledge of PKLH material, and 5) ability to plan, carry out, and evaluate PKLH learning integrated with junior high school science subjects. The research data results from structured interviews with respondents, and the data analysis technique was carried out in a descriptive qualitative way. The results showed that junior high school science teachers in Mamasa Regency in terms of readiness for teaching, understanding of the K13 Revision, and knowledge of PKLH materials were good. However, the ability to integrate PKLH with science subjects was not good or weak in terms of 1) the ability to identify PKLH material in junior high school science subjects based on K13 Revision, and 2) the ability to plan, carry out, and evaluate PKLH learning integrated with science subjects of Junior High School.

scholarly journals The learning continuum of anatomical and physiological aspects based on the difficulty levels

2021 ◽  
Vol 7 (2) ◽  
pp. 126-135
Author(s):  
Hanida Listiani ◽  
Ba Subali
Keyword(s):  
High School ◽  
Science Teachers ◽  
Student Development ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
Difficulty Level ◽  
High School Science ◽  
School Based ◽  
Selection Of

Determining the level of difficulty and student development is important in the learning continuum, especially the anatomical and physiological aspects. This study aimed to collect teachers' opinions about the learning continuum of anatomical and physiological aspects based on its difficulty level. This survey research was conducted in the cities of Bantul and Yogyakarta using a questionnaire. The selection of respondents through convenience sampling, totaling 111 teachers consisting of 68 junior high school science teachers and 43 junior high school biology teachers. The data were analyzed using descriptive statistics to determine the mode of teachers’ opinions. The results of this study indicate that the learning continuum in grade X of senior high school based on difficulty level in anatomical and physiological aspects, especially multicellular and unicellular concept has not yet been formed, with the difficulty at level 4. Therefore it is necessary to the provision of subject matter is sorted from easy to difficult and adjusted to the level of development of students at each level.

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 THE CONTRIBUTION OF CONTENT, PEDAGOGY, AND TECHNOLOGY ON THE FORMATION OF SCIENCE TEACHERS’ TPACK ABILITY

EDUSAINS ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 173-185
Author(s):  
Hendra Yulisman ◽  
Ari Widodo ◽  
Riandi Riandi ◽  
Cut Intan Evtia Nurina
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
Choice Test ◽  
High School Science ◽  
The Government ◽  
Banda Aceh ◽  
Content Pedagogy

KONTRIBUSI PENGETAHUAN KONTEN, PEDAGOGI, DAN TEKNOLOGI TERHADAP PEMBENTUKAN TPACK GURU IPA AbstrakModel integrasi teknologi mengalami perubahan dari model yang berfokus pada teknologi ke model yang berfokus pada pedagogi, salah satunya adalah TPACK. Informasi mengenai kemampuan TPACK guru IPA dan kontribusi pengetahuan konten, pedagogi, dan teknologi dalam pembentukan TPACK guru masih belum banyak tersedia. Oleh sebab itu, penelitian ini bertujuan untuk memperoleh informasi mengenai kemampuan TPACK guru IPA dan kontribusi pengetahuan konten, pedagogi, dan teknologi dalam pembentukan TPACK. Penelitian survei ini melibatkan 88 orang guru mata pelajaran IPA Kota Banda Aceh. Data mengenai kemampuan TPACK guru diperoleh dari soal tes berbentuk pilihan berganda. Penyebaran soal dilakukan secara langsung melalui kegiatan pelatihan. Analisis data dilakukan secara statistik deskriptif dan inferensial (pemodelan SEM-PLS). Hasil penelitian menunjukkan bahwa profil kemampuan TPACK guru IPA SMP di Kota Banda Aceh didominasi oleh  pengetahuan konten (CK). Hasil analisis SEM-PLS menunjukkan bahwa CK, PK, dan PCK secara langsung dan tidak langsung berkontribusi dalam pembentukan TPACK guru IPA SMP di Kota Banda Aceh. Pemerintah dan penyelenggara pendidikan diharapkan dapat membantu guru untuk meningkatkan kemampuan menggunakan teknologi secara efektif dalam kegiatan pembelajaran agar terbentuk TPACK yang komprehensif.AbstractThe model of technology integration has changed from models that focus on technology to models that focus on pedagogy, one of which is TPACK. The information about science teachers’ TPACK and the contribution of content, pedagogy, and technology on the formation of science teachers’ TPACK is still limited. Therefore, this research aimed to obtain information about the science teachers’ TPACK and the contribution of content, pedagogy, and technology on the formation of TPACK. This survey research involved 88 science teachers from Banda Aceh City. The data about science teachers’ TPACK was obtained from multiple-choice test questions. The questions were distributed directly through training activities. Data analysis was performed by descriptive and inferential statistics (SEM-PLS modeling). The results showed that the TPACK ability profile of junior high school science teachers in Banda Aceh City was dominated by content knowledge (CK). The results of the SEM-PLS analysis showed that CK, PK, and PCK, directly and indirectly, contributed to the formation of the science teachers’ TPACK in junior high school in Banda Aceh City. The government and education providers were expected to be able to help teachers to improve the ability to use technology effectively in learning activities to form a comprehensive TPACK. 

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