scholarly journals Science Teachers’ Perception About Laboratory Activity on Mixture Separation Topics

2019 ◽  
Vol 11 (2) ◽  
pp. 94
Author(s):  
Reni Meidayanti
Keyword(s):  
Survey Research ◽  
Science Teachers ◽  
Science Classroom ◽  
Lesson Plan ◽  
Seventh Grade ◽  
Science Classrooms ◽  
Laboratory Activity ◽  
Teachers Perceptions ◽  
Practice Schedules ◽  
Mixture Separation

The design of this research is survey research. This study aimed to explore seventh-grade science teachers’ perception of laboratory activity on mixture separation topics and match them with available evidence from learning document. The sample comprised 10 seventh grade science teachers, purposively sampled from seventeen teachers. Questionnaires and interview guidelines were used to collect data. The results show that while teachers’ perceptions of mixture separation topics in science classrooms are inadequate. Caused, there was a mismatch between teachers’ perceptions, learning document, and what was taking place in the science classroom. The study may inform teachers’ performance in teaching mixture separation topics in science. It is recommended that teacher on learning should be used to practice worksheet and assessment of laboratory activity, as most of the teachers do not record marks regularly for laboratory activity. Furthermore, laboratory activity prepared by the teacher should be arranged in a lesson plan and practice schedules.

scholarly journals Difficulty Analysis of Science Teacher on the Curriculum 2013 Learning Implementation in Seventh Grade Classes Junior High School of Jambi City

BIODIK ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 105-113
Author(s):  
Fitri Yanti ◽  
Evita Anggeraini ◽  
Retni S Budiarti
Keyword(s):  
Science Teachers ◽  
Junior High School ◽  
Quantitative Data ◽  
Research Method ◽  
Qualitative Data ◽  
Curriculum Implementation ◽  
Lesson Plan ◽  
Learning Activities ◽  
Seventh Grade ◽  
School Year

Curriculum is a guide to the implementation of learning activities to achieve educationalgoals. The Education Unit Level curriculum in 2006 was refined into the 2013 curriculum, the2013 curriculum is a new curriculum that was implemented in the 2013/2014 school year, yet thesocialization has not been comprehensive. There is a hesitation that it will not be carried outproperly by educators due to the difficulties that the educators obtained. This study aims todetermine the difficulties faced by science teachers in the implementation of 2013 curriculumlearning, this research is descriptive analytic. The research method was carried out through twoactivities: field and non-field activities. The data taken were quantitative data from questionnairesand interviews, while qualitative data were taken through observation. Subjects in this study wereteachers in the seventh grade Natural Sciences (IPA) class, the students, and the representatives ofthe curriculum. The results showed that the difficulties experienced by the teachers in implementingthe Lesson Plan (RPP) were very low at only 11%, parallel with the difficulties in implementinglearning with only 16.2%, and the difficulties in evaluating with only 34 %. The low percentage ofdifficulties indicates that it is not the aspect of learning implementation that complicates the 2013curriculum but other aspects. Based on the study, it can also be concluded that the 2013curriculum is effective to be implemented despite the fact that some teachers had not participatedin the 2013 curriculum socialization. Mostly, the teachers had carried out the 2013 curriculumlearning activities effectively, students also partly responded well and were motivated to learn withthe 2013 curriculum implementation. Parts of the data also revealed statements about difficulties inlearning with the 2013 curriculum. The data explicated that the students were not motivated andnot involved in learning activities due to the curriculum implementation.Keywords: teacher difficulties, 2013 curriculum, 2013 curriculum learning Abstrak. Kurikulum merupakan pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan. Kurikulum Tingkat Satuan Pendidikan pada tahun 2006 disempurnakan menjadi kurikulum 2013, kurikulum 2013 merupakan kurikulum baru yang mulai diterapkan pada tahun ajaran 2013/2014, sosialisasinya belum menyeluruh dan dikhawatirkan tidak terlaksana dengan baik oleh para tenaga pendidik yang secara langsung menerapkannya, dan para tenaga pendidik tersebut ada beberapa kesulitan yang dialaminya.Penelitian ini bertujuan untuk mengetahui kesulitan yang dihadapi guru IPA dalam pelaksanaan pembelajaran kurikulm 2013, jenis penelitian ini adalah  deskriptif analitik. Metode penelitian dilaksanakan melalui dua kegiatan yaitu kegiatan lapangan dan non lapangan. Data yang diambil adalah data kuantitatif dari angket dan wawancara, dan kualitatif  melalui observasi . Subjek dalam penelitian ini adalah guru Ilmu Pengetahuan Alam  (IPA) kelas VII, siswa, dan wakil kurikulum.Hasil penelitian menunjukkan bahwa kesulitan yang dialami guru dalam menyususn Rencana Pelaksanaan Pembelajaran (RPP) sangat rendah yaitu hanya 11%, kesulitan dalam melaksanakan pembelajaran juga sama yaitu sangat rendah hanya 16,2%, dan kesulitan dalam mengevaluasi proses dan hasil pembelajaran rendah presentasenya sebesar 34%. Presentase kesulitan sangat rendah dan rendah berarti bukan aspek dalam melaksanakan pembelajaran yang menyulitkan kurikulum 2013 untuk terlaksana dengan baik, tapi dari aspek-aspek yang lain yang dapat mempengaruhinya. Berdasarkan penelitian juga dapat disimpulkan bahwa kurikulum 2013 bagus diterapkan tetapi dilapangan masih didapati guru yang belum mengikuti sosialisasi kurikulum 2013, tapi guru sudah melaksanakan kegiatan pembelajaran kurikulum 2013 dengan baik, siswa juga sebagian merespon bagus dan termotivasi semangat belajar dengan kurikulum 2013, dan ada juga sebagian yang responya negatif dengan pernyataannya bahwa belajar dengan kurikulum 2013 sangat menyulitkan siswa, siswa tidak termotivasi dan tidak merasa dilibatkan di dalam kegiatan pembelajaran.   Kata kunci: Kesulitan guru, kurikulum 2013, pembelajaran kurikulum 2013.

scholarly journals Perceptions about the use of language in physical science classrooms: A discourse analysis

2021 ◽  
Vol 41 (1) ◽  
pp. 1-11
Author(s):  
Nasimu Semeon ◽  
Edmore Mutekwe
Keyword(s):  
South Africa ◽  
Science Teachers ◽  
Physical Science ◽  
Teaching And Learning ◽  
Language Use ◽  
Cultural Theory ◽  
Science Classroom ◽  
Quantitative Methodology ◽  
Science Classrooms ◽  
North West

The low enrolment, lack of interest, exacerbated by the general poor performance in physical science in South Africa paints a gloomy picture about the status of physical science in the country. Despite the fact that there might be other factors at play, one factor which cannot be ignored is the discourse about the use of language in the science classroom as viewed by physical science teachers. In the study reported on here a quantitative methodology was followed in which a closed-ended questionnaire survey was used as data collection tool. In the study we examined South African physical science teachers’ perceptions about the language use in science classrooms, and the study was informed by the Vygotskian socio-cultural theory (SCT). The target population from which a sample size of 37 physical science teachers was systematically sampled was high school classroom teachers and learners in Grades 10, 11 and 12 in the Ngaka Modiri Molema district of the North West province of South Africa. The study revealed that physical science teachers encountered difficulties with meanings of non-technical words used in science context. The conclusion drawn was that many physical science teachers were not proficient in the discourse of the science classroom and this often compromised their effectiveness in the teaching and learning of science. The main difficulty was confusion in differentiating between technical and non-technical words and the lack of convincing explanations of meanings of these words in teaching and learning. Key among the recommendations of this study was the need to address teachers’ challenges with regard to the language use and the implications thereof.

Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

2016 ◽  
Vol 6 (2) ◽  
pp. 167 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Information And Communications Technology ◽  
Primary Science ◽  
Pedagogical Content ◽  
Technology Application ◽  
Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

Assessment Instrument of Fiqh Mu'āmalāt Learning with Financial Literacy Oriented

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Secondary Education ◽  
Survey Research ◽  
Internal Consistency ◽  
Financial Literacy ◽  
Lesson Plan ◽  
Assessment Instrument ◽  
Validity And Reliability ◽  
Cross Sectional Survey ◽  
Cross Sectional

The goal of this cross-sectional survey research was to find the validity and reliability of assessment instrument for fiqh mu'āmalāt learning with financial literacy oriented for secondary education. To reveal validity is assessed based on obtain judgement expert and reliability measured by internal consistency. It was gained that the validity is 7 items very feasible and 5 item quite feasible with reliability’s value is 0,763. This finding shows that assessment instrument can be used to analyze difficulties of students for designing lesson plan of fiqh mu'āmalāt learning with financial literacy oriented.

scholarly journals Science Teachers’ Perceptions and Self-Efficacy Beliefs Related to Integrated Science Education

2021 ◽  
Vol 11 (6) ◽  
pp. 272
Author(s):  
Outi Haatainen ◽  
Jaakko Turkka ◽  
Maija Aksela
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Self Efficacy ◽  
Online Survey ◽  
Teaching Method ◽  
Survey Study ◽  
Integrated Education ◽  
Integrated Science ◽  
Teachers Perceptions ◽  
Key Factor

To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers’ perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers’ perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science teachers participated in an online survey study. A mixed method approach via exploratory factor analysis and data-driven content analysis was used. Self-efficacy emerged as a key factor explaining teachers’ perceptions of and their lack of confidence in implementing ISE as well as their need for support. In addition, teachers regarded ISE as a relevant teaching method, but challenging to implement, and teachers primarily applied integrated approaches irregularly and seldom. Furthermore, teachers’ experiences with integrated activities and collaboration correlated with their views on integrated education and self-efficacy. These findings indicate teachers need support to better understand and implement ISE.

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