Instructional Design: Multi-Site Study of the Integration of Islam in Science Teaching in Java, Indonesia

This study aims to describe the baseline of instructional strategies currently deployed by teachers in the form of goal setting, media selection, application of methods, and evaluation of learning in relation to Islamic values in science teaching. This research was designed in the form of a qualitative description by involving 18 Islamic schools spread over three regions in Indonesia, namely Malang, Lamongan, and Yogyakarta. Methods of data collection used observation forms, ethnographic video during the learning process, interviews with education stakeholders, Forum Group Discussion (FGD) with students, and documentation study for 6 months. Although Islamic schools in the selected study areas in Java, Indonesia have embraced the integration of Islam into science teaching, as mentioned in the Core Competencies [KI] in the National Curriculum 2013), however, the implementation of it is still not optimal. In addition, the integration of Islam in science teaching is mostly done by teachers through lecture methods. While most teachers expressed interest in the integration of Islam and science, many teachers expressed anxiety about their competence in addressing complex theological issues. The majority of science teachers in Islamic schools have similar strategies in developing ways to integrate the science curriculum. One key strategy is to browse online and find verses from the Qur'an that seem relevant to the lesson.

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Determining the Concept of Organic Agriculture Perceptions of Pre-service Classroom and Science Teachers Using Phenomenographic Method

World Journal of Education ◽

10.5430/wje.v9n1p188 ◽

2019 ◽

Vol 9 (1) ◽

pp. 188

Author(s):

Tülay Dizikisa ◽

Pınar Ural Keleş

Keyword(s):

Data Collection ◽

Science Teaching ◽

Science Teachers ◽

Organic Agriculture ◽

Science Curriculum ◽

Service Science ◽

Classroom Teachers ◽

Data Collection Tool ◽

Phenomenographic Method ◽

Structured Questionnaire

This study was carried out to determine the perceptions of pre-service classroom and science teachers related to theconcept of organic agriculture. The sample of the study consisted of 85 pre-service teachers, 57 from the Department ofClassroom Teaching and 28 from the Department of Science Teaching in Ağrı İbrahim Çeçen University, in theacademic year of 2016-2017. In the study, a semi-structured questionnaire which includes the statement “To me,organic agriculture means……” was used as data collection tool. In this study, the organic agriculture perceptions ofthe pre-service teachers were determined under five main categories. The ratio of 'natural agriculture, which has thehighest percentage among these categories, is 41% among the pre-service classroom teachers while this ratio is 65%among pre-service science teachers. It is among the recommendations of the study that the subjects related to organicagriculture are removed from the elective courses and placed in the science curriculum.

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Technology Driven Differentiated Instruction in Science Teaching

International Journal of Education ◽

10.5296/ije.v11i2.14700 ◽

2019 ◽

Vol 11 (2) ◽

pp. 15

Author(s):

Mohammed S. Al-rsa’i ◽

Mohammed F. Shugairat

Keyword(s):

Differentiated Instruction ◽

Science Teaching ◽

Content Knowledge ◽

Science Teachers ◽

Analytical Approach ◽

Science Curriculum ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Content ◽

Learning Patterns ◽

Use Of Technology

This study aimed to investigate how to implement Differentiated instruction in Science teaching by using technology. The analytical approach was used and the results showed that technology enhanced Differentiated instruction because of the diversity of technology tools and programs. Moreover, the use of technology in Differentiated instruction requires the hiring of (TPACK) model (Technological Pedagogical content Knowledge) regarding the interrelationship between content, teaching and technology. Technology also helps in applying Differentiated instruction of Science through identifying students’ interests, and the degree of readiness, along with the appropriate learning patterns for each of them. The study recommends training science teachers how to implement the Differentiated instruction by using technology, and sensitize them to (TPACK) model increasing opportunities of including this model in the science curriculum.

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A Study of the Extent and Effectiveness of Incorporating Environmental Topics in the Science Curriculum of Secondary Schools in Dade County

Bulletin of Science Technology & Society ◽

10.1177/0270467697017005-618 ◽

1997 ◽

Vol 17 (5-6) ◽

pp. 331-338

Author(s):

Constantine Hadjilambrinos ◽

Mario Junco

Keyword(s):

Secondary Schools ◽

Science Teaching ◽

Science Teachers ◽

Science Curriculum ◽

Student Interest ◽

Dade County ◽

Science Courses ◽

Quantitative Studies ◽

Science Classes ◽

Positive Effect

The infusion of environmental topics in science courses has long been considered an especially appropriate method of implementing the STS approach to science teaching. While this claim has been supported by anecdotal accounts and case studies, there are few relevant quantitative studies. To begin filling this void, a survey of science teachers in secondary schools in Dade County, Florida, was conducted to investigate the extent and effectiveness of the infusion of environmental topics in the science curriculum. The results of this study indicate that the responding science teachers are very likely to incorporate environmental topics in their science classes. They do this regardless of their length of tenure, and most have engaged in the practice from the beginning of their careers. Finally, while the experience of a teacher in using environmental topics has some positive effect in increasing student interest, the success of this method depends much more strongly on the frequency of its use. Those teachers routinely using environmental topics as a vehicle for teaching science are most successful with it.

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The Development of Local Content-based Science Curriculum for Madrasah Tsanawiyah (Islamic Middle School) in Yogyakarta, Indonesia

IAMURE International Journal of Education ◽

10.7718/iamure.ije.v2i1.176 ◽

2012 ◽

Vol 2 (1) ◽

Author(s):

Jamil Suprihatiningrum

Keyword(s):

Middle School ◽

Science Teachers ◽

School Environment ◽

Science Curriculum ◽

National Curriculum ◽

School Science ◽

Middle School Science ◽

Design Development ◽

Local Content ◽

Local Potentials

Indonesia has been implementing a basically competencybased curriculum which provides a large room for local potentials to be incorporated into the curriculum. This paper aims at describing the process of developing and implementing local content-based science curriculum, by using the case of the embedment of salakpondoh into the Islamic middle school science curriculum. The development of the curriculum followed the 4-D model of the research based development, i.e. Define, Design, Development, and Disseminate. The Define phase was conducted through a thorough analysis of the national curriculum, local potentials as well as the characteristics of students and school environment. The Design phase was characterized by the development of the prototype of the curriculum. The prototype of the curriculum was then reviewed by 6 middle school science teachers from 3 types of middle schools in the district. The revised version of the curriculum was then implemented in the Public Madrasah Tsanawiyah(PMTs) of Pakem, Sleman, Yogyakarta. The result of this study shows that the prototype of the curriculum was given a good score by the teachers. It also was implemented in the PMTsand can increase the learning outcome of students well and also improve the cooperative skills. Keywords - local content, salakpondoh, science curriculum, learning model, prototype, research and development

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Reasons for shrinking secondary science student enrollment in Bangladesh

World Journal of Advanced Research and Reviews ◽

10.30574/wjarr.2021.11.2.0349 ◽

2021 ◽

Vol 11 (2) ◽

pp. 069-080

Author(s):

Mohammad Abdul Wahab ◽

Md. Abdus Sattar Molla ◽

Sohana Afrin

Keyword(s):

Science Teachers ◽

Science Curriculum ◽

Science And Technology ◽

Group Discussion ◽

Teaching Science ◽

Student Enrollment ◽

Science Student ◽

Efficient Manner ◽

Laboratory Equipment ◽

Teaching Aids

To cope with the rapid advancement in science and technology and with knowledge explosion, the education policies of the countries in Asia and the Pacific give emphasis on science and technology education as an integral part of formal school education. Some countries have already started implementing new program of science, many countries are in the process of planning but Bangladesh’s plan is yet to take shape for the improvement of science curriculum. As a result, enrollment of students in science at the secondary level in Bangladesh has been shrinking gradually. It is imperative to investigate why scope of science education here decreases in the days of scientific advancement worldwide. Thus, the aim of this study is to improve the curriculum, science contents, and methods of teaching science, know-how on the use of process skill, teaching aids and laboratory equipment for teaching science in more meaningful and efficient manner to upright the science student enrollment scenario in place of the unfortunate declining trend in enrollment. For this, a study was conducted by collecting opinions of Head Teachers, classroom science teachers, education managers and some renowned science educators via questionnaires, focus group discussion (FGD) and interview. The study revealed that reduced scope of employment, scarcity of efficient science teachers, inadequate supply of science equipment, and above all no ‘priority of science’ over arts and business studies have been the main causes of shrinking enrollment science students.

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THE USE OF MEDIA FOR SCIENCE TEACHING IN ISLAMIC SCHOOLS

Jurnal Pendidikan Edutama ◽

10.30734/jpe.v5i1.106 ◽

2018 ◽

Vol 5 (1) ◽

pp. 1

Author(s):

Abd Ghofur

Keyword(s):

Science Teaching ◽

Science Teachers ◽

Diffusion Of Innovation ◽

Learning Process ◽

Science Learning ◽

Purposive Sampling ◽

Islamic Schools ◽

Qualitative Descriptive ◽

The Media ◽

Data Collection Technique

Abstract: This paper aims to describe the use of media in science learning in terms of three indicators, namely: a) diffusion of innovation, b) implementation and institutionalization, and c) policies and regulations. This research was conducted for four months using qualitative descriptive design with data collection technique through questionnaire, interview, and observation. The subjects of the study were class VII on MTs Putra Putri Lamongan and MTs Maslakul Huda Paciran selected by purposive sampling. The results showed that science teachers in Islamic schools utilize various media of learning in the form of visual and audiovisual media designed as a medium of teaching science, for example LCD projector, props, etc. In addition, teachers also develop their own simple media designed to be utilized in science teaching, such as cloth, water, soil, and so forth. Technically, teachers are documenting the use of instructional media in the Lesson Plans (RPP) which refer to the 2013- curriculum format , but the RPP is not always brought during the learning process. In addition, school policy does not provide written regulations for teachers to use the media in the learning process. Keywords: the use of media, science teaching Abstrak: Tulisan ini bertujuan untuk mendeskripsikan pemanfaatan media dalam pembelajaran sains yang ditinjau dari tiga indikator, yakni a) difusi inovasi, b) implementasi dan pelembagaan, serta c) kebijakan dan regulasi. Penelitian ini dilakukan selama empat bulan menggunakan rancangan deskriptif kualitatif dengan teknik pengumpulan data melalui angket, wawancara, dan observasi. Subyek penelitian adalah kelas VII pada MTs Putra Putri Lamongan dan MTs Maslakul Huda Paciran yang dipilih secara purposive sampling. Hasil penelitian menunjukkan bahwa guru sains di sekolah Islam memanfaatkan ragam media pembelajaran dalam bentuk media visual dan audio visual yang didesain sebagai media pembelajaran sains, misal LCD proyektor, alat peraga, dll. Selain itu, guru juga mengembangkan media sederhana sendiri yang didesain untuk dimanfaatkan dalam pembelajaran sains, misalnya kain, air, tanah, dan lain sebagainya. Secara teknis, guru mendokumentasikan pemanfaatan media pembelajaran tersebut dalam Rencana Pelaksanaan Pembelajaran (RPP) yang mengacu format Kurikulum 2013, namun RPP tersebut tidak selalu dibawa saat proses pembelajaran. Selain itu, kebijakan sekolah tidak memberikan regulasi secara tertulis untuk guru melakukan pemanfaatan media dalam proses pembelajaran. Kata Kunci: pemanfaatan media, pembelajaran sains

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Teachers’ Attitudes to Including Indigenous Knowledges in the Australian Science Curriculum

The Australian Journal of Indigenous Education ◽

10.1017/jie.2015.29 ◽

2015 ◽

Vol 45 (1) ◽

pp. 80-90 ◽

Cited By ~ 14

Author(s):

Renee Baynes

Keyword(s):

Social Justice ◽

Secondary School ◽

Science Teachers ◽

Classroom Practice ◽

Teaching Practice ◽

Science Curriculum ◽

National Curriculum ◽

School Science ◽

Attitudes And Beliefs ◽

Indigenous Knowledges

With the introduction of the Australian National Curriculum containing theAboriginal and Torres Strait Islander Histories and CulturesCross-Curriculum Priority (CCP) andIntercultural UnderstandingGeneral Capability, there has been a renewed push to embed Indigenous content into secondary school subjects. This paper considers the attitudes and beliefs of a group of secondary school science teachers to the current imperative to include Indigenous knowledges and perspectives in classroom practice. Through a Participatory Action Research (PAR) cycle, teachers contextualised and conceptualised the CCP in terms of social justice, pedagogy, and student engagement. The PAR process allowed them to develop a personal and intellectual engagement prior to attempting to teach Indigenous knowledges in their classrooms. Teacher attitudes and beliefs are identified in terms of their vision of a science education inclusive of Indigenous content, their hopes for the inclusions and the impediments they perceive to implementation in classroom practice. Allowing teachers the opportunity to engage in meaningful dialogue resulted in the articulation of a path forward for their teaching practice that aligned with their political and social justice concerns.

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Teachers' Perceptions of Outcomes-Based Science Curriculum: A Case Study from Solomon Islands

10.26686/wgtn.16971832.v1 ◽

2021 ◽

Author(s):

◽

Patrick Daudau

Keyword(s):

Science Teachers ◽

Curriculum Reform ◽

Science Curriculum ◽

Solomon Islands ◽

National Curriculum ◽

Case Study Research ◽

Real Life ◽

School Principal ◽

Outcomes Based Education

<p>The purpose of this study is to contribute to the debate about the appropriateness of an outcomes - based education (OBE) model for curriculum reform in Solomon Islands. A shift from a curriculum defined by subject content to a curriculum defined by what learners are expected to know, understand, be able to do and appreciate has been promoted. This belief has been highlighted in the Solomon Islands National Education Strategic Plans (2004 -2006 & 2007 -2009), Education Strategic Framework (2007 - 2015) and the approved National Curriculum Statement. Taking an interpretive-constructivist approach, the study employed a qualitative case study research methodology. The study used a purposeful sample of key curriculum stakeholders, including science teachers, science lecturers, school principal, education officials and public servants who were participating in the reform. Focus group conversation and one-on-one interviews were conducted using semi-structured questions. Interviews were conducted in Solomon Islands Pijin, recorded and transcribed for analysis. Data was collected in Honiara, Solomon Islands, from June to July 2009. This study explores the conceptualisation of outcomes-based education in a Solomon Islands context and its implication in the development of outcomes-based science curriculum. It examines the relevance and appropriateness of outcomes-based science curriculum to post-school real life situations. The research also explores the extent to which Outcomes-Based Science Curriculum could be effectively taught, learnt and assessed, and how students' performance, progress and achievements could be efficiently monitored, recorded and reported. The study also discusses potential problems, issues and challenges that might impede the implementation process and concludes with how these obstacles could be solved or mitigated.</p>

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Integrasi Nilai-nilai Tauhid pada Pelajaran Sains bagi Siswa Sekolah Dasar Islam Terpadu

Tadabbur: Jurnal Peradaban Islam ◽

10.22373/tadabbur.v3i1.153 ◽

2021 ◽

Vol 3 (1) ◽

pp. 164-179

Author(s):

Hasan Basri

Keyword(s):

Science Teachers ◽

Group Work ◽

Science Learning ◽

Educational Institution ◽

Islamic Education ◽

Science Lesson ◽

Natural Phenomena ◽

Values In Science ◽

Islamic Schools ◽

Object Of Study

Abstract The development of Islamic education in Indonesia was marked by the emergence and growth of Integrated Islamic schools. The term ‘integrated’ existed in order to counter the dichotomous education mindset. One example of such integrated schools is NurulIshlah Integrated Islamic Primary School (SD IT Nurul Ishlah), an alternative educational institution that combines various disciplineswith religion in order to eradicate the dichotomy in science. This study aimed to investigate the model, strategy, and obstacles of the integration of tawheed (monotheistic) values in the science lesson about the solar system. The study was a qualitative study, with the object of study being the integration of tawheed values in science lessons at SD IT NurulIshlah Banda Aceh. Data were collected by observation, interview, and documentation. The analysis was done by interpreting the collected data from which the conclusions were drawn.The results of the study showed that the integration of tawheed values in science learning about the solarsystemused the integrated model, as both kauniyah (natural phenomena) and qauliyah (the Qur’an) aspects were combined. The integration also employed several strategies during learning, including lecture, question and answer, assignment (recitation), discussion, and group work. On the other hand, the integration faced some obstacles in science learningwhich further became a reflection for the science teachers, such as the difficulty in finding thetawheed values that were truly relevant with the scientific concepts or materials, especially about the solarsystem, even though each teacher has been provided with examples of integrated Qur’anic and Hadith values from the educator team.

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Assessing In-service Teachers’ Chemistry Content Knowledge and Self-efficacy in Teaching the K to 12 Science Curriculum

KIMIKA ◽

10.26534/kimika.v28i2.13-21 ◽

2017 ◽

Vol 28 (2) ◽

pp. 13-21

Author(s):

Yna Camille A. Mongcal ◽

Queena N. Lee-Chua ◽

Armando, Jr. M. Guidote

Keyword(s):

Content Knowledge ◽

Science Teachers ◽

Self Efficacy ◽

Graduate Program ◽

Science Curriculum ◽

Group Discussion ◽

Education Institution ◽

Efficacy Beliefs ◽

Teaching Chemistry ◽

K To 12

As the K to 12 Science program was formally implemented, interventions to enhance competence and confidence of teachers in teaching science in a spiral progression approach are main concerns. This study aims to assess the chemistry content knowledge and self-efficacy of 38 in-service teachers enrolled in a graduate program from a teacher education institution using a content knowledge test (CKT) and a self-efficacy beliefs scale (SeS) using a mixed-method approach. Quantitative findings reveal that the least mastered topics in chemistry of the teacher-respondents include solutions, chemical bonding, the mole concept, gas laws, and chemical reactions. The science teachers say they are “somewhat confident” in teaching the chemistry topics. Qualitative findings include difficulties in answering the CKT and challenges encountered in teaching chemistry using the K to 12 science curriculum. In the needs analysis, key findings in the results of focus group discussion are used to verify quantitative findings. The correlation between content knowledge and self-efficacy beliefs is r = -0.12, with findings showing a negligible to low correlation. This implies that even if teachers perceive that they are “somewhat confident” in teaching chemistry topics, such beliefs do not match their content knowledge scores. Valid findings are based on the CKT results and further suggest that the CKT (not the SeS) is a good measure in determining the content learning needs of teachers.

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