IMPLEMENTASI PENDEKATAN SAINTIFIK PADA PEMBELAJARAN ILMU PENGETAHUAN ALAM DI MIS IKHWANUL MUKMININ

The implementation of a scientific approach is something that needs to be studied more deeply in order to create an active and efficient learning process. This study aims to determine the implementation of learning plans and the application of the scientific approach by science teachers. The method used in this research is a qualitative research method which is also known as naturalistic research. The result of this study is that the science teacher understands the theoretical scientific approach, and is equipped with a plan in the RPP document which is prepared before the lesson takes place. In the process of applying the scientific approach, it takes a longer time to carry out observations, where the media displayed is limited to the use of simple paper, due to the limited supporting learning media such as LCD projectors, and so on.

Literasi Digital Calon Guru Sains di Universitas Islam pada Masa Pandemi Covid-19

The covid-19 pandemic has caused changes in learning patterns that lead to technology-based learning activities. Digital literacy in 21st century learning has become inseparable during a pandemic. The purpose of this study was to investigate the digital literacy of prospective science teachers at the Islamic University in Palembang during the Covid-19 pandemic with basic chemistry courses. This study uses a descriptive qualitative method by survey of 100 prospective science teachers in various science-based study programs such as chemistry, biology, and physics. The place of research was carried out at the Islamic University in Palembang. This study uses analysis consist of data reduction, data presentation and drawing conclusions. The results of the study show 1) understanding of digital literacy for science teacher candidates in obtaining 80% theoretical understanding, 30% use of social media, 72% use at home, and 30% use for communication. 2) the description of Belshaw's digital literacy elements is shown with cultural, cognitive, constructive, communicative, creative and critical dimensions in digital literacy. Research conclusions: 1) The theoretical understanding of digital literacy for science teacher candidates is good, mostly for social media, home use and communication. Belshaw's literacy element in digital literacy shows a change in learning patterns towards the digital era on the cultural dimension. Acceleration of access to knowledge on the cognitive dimension. Learning platform that supports the constructive dimension. Ease of communication on the communicative dimension. Constraints in formulating new findings on the creative and critical dimensions.

Learning Designing for Establishment Physics Content and Teacher Pedagogic Aspects Through Lesson Study-based In-House Training

Mastering physics content is essential for physics teachers to carry out the learning process in the classroom. After mastering good physics content, teachers must also master the teaching competencies contained in pedagogical competencies. This study aims to demonstrate efforts to increase teachers' mastery of physics content and pedagogic competence. The pedagogic aspect refers to the teacher's ability to prepare practical instructions in a Cookbook Laboratory, Inquiry Laboratory, Problem-Solving Laboratory, and Higher Order Thinking Laboratory. The method used is in-house training based on lesson study. There are three stages of activities carried out, including Plan, Do, and See. Data were collected using observation sheets, interview guidelines, performance instruments, and tests. The study results show that the professional competence of teachers who are members of the Science Teacher Deliberation (MGMP) in one province in West Java has increased, especially concerning materials competencies practiced. In addition, the pedagogical competence of the teachers who are members of the Science MGMP has increased, especially concerning the mastery of organizing science practicums oriented to developing the 21st-century skills of students.

The Future of Science Teacher Education in Tonga

<p>The purpose of this research was to explore and document existing policy and practices contributing to the debate of science teacher education in the Pacific. The study took on a pragmatic approach for a mixed research, drawing from the positives of both the qualitative and the quantitative approaches using the kakala/kakala research frameworks guiding the methodological framework. Being a mixed research, the data collection method involved three elements: one-on-one semi-structured interviews with senior Tongan education officials, document analysis and a teacher questionnaire targeting science teachers. All the interviews were conducted in English and recorded using a digital recording device and transcribed by myself as the researcher. All the science teachers who participated in the questionnaire returned a signed consent form to confirm willingness to participate maintaining anonymity. In order to answer the research question, the study examined the significance of the fibre (fau)used in the kakala weaving process, extracting from the Kakala/Kakala research frameworks the metaphoric conceptual relevance of the fibre (fau) which holds the kakala providing it structural support. Hence the conceptualisation that, the three strands of fibre that holds and maintains the education system in Tonga can be attributed to; (i) strong cultural values, (ii) a clear and definitive education policy framework (Catherwood & Levine, 2004), and high teacher self-efficacy. The self-efficacy of Tongan science teachers is measured for the first time and reported in this study as high to very high on a Likert-type psychometric scale adapted from (Skaalvik & Skaalvik, 2009) to fit the Tongan context. The study also discusses challenges and teacher perceptions of being a science teacher in Tonga and the implications these challenges might pose in future.</p>

The Future of Science Teacher Education in Tonga

<p>The purpose of this research was to explore and document existing policy and practices contributing to the debate of science teacher education in the Pacific. The study took on a pragmatic approach for a mixed research, drawing from the positives of both the qualitative and the quantitative approaches using the kakala/kakala research frameworks guiding the methodological framework. Being a mixed research, the data collection method involved three elements: one-on-one semi-structured interviews with senior Tongan education officials, document analysis and a teacher questionnaire targeting science teachers. All the interviews were conducted in English and recorded using a digital recording device and transcribed by myself as the researcher. All the science teachers who participated in the questionnaire returned a signed consent form to confirm willingness to participate maintaining anonymity. In order to answer the research question, the study examined the significance of the fibre (fau)used in the kakala weaving process, extracting from the Kakala/Kakala research frameworks the metaphoric conceptual relevance of the fibre (fau) which holds the kakala providing it structural support. Hence the conceptualisation that, the three strands of fibre that holds and maintains the education system in Tonga can be attributed to; (i) strong cultural values, (ii) a clear and definitive education policy framework (Catherwood & Levine, 2004), and high teacher self-efficacy. The self-efficacy of Tongan science teachers is measured for the first time and reported in this study as high to very high on a Likert-type psychometric scale adapted from (Skaalvik & Skaalvik, 2009) to fit the Tongan context. The study also discusses challenges and teacher perceptions of being a science teacher in Tonga and the implications these challenges might pose in future.</p>

Dimitrios Theodorakis, science teacher

Teacher Dimitrios Theodorakis talks about inspiring children with astronomy and talking at two NAM meetings eight years apart.