scholarly journals The Effects Of High Scientific Literacy, Self-Efficacy, And Achievement Motivation On Teachers Ability To Compose Effective Tests: Case Study From Manado, Indonesia

2012 ◽  
Vol 9 (4) ◽  
pp. 313-326 ◽  
Author(s):  
Cosmas Poluakan
Keyword(s):  
Science Teachers ◽  
Achievement Motivation ◽  
Junior High School ◽  
Self Efficacy ◽  
Scientific Literacy ◽  
Survey Design ◽  
School Science ◽  
High School Science ◽  
Cross Sectional Survey ◽  
Cross Sectional

This research was conducted to determine the effects of high scientific literacy, self-efficacy, and achievement motivation on teachers ability to compose effective tests. It was conducted among junior high school science teachers in Manado, North Sulawesi Province, Indonesia, from April to September 2011, using a cross-sectional survey design. The instruments used in this research consist of questions to measure scientific literacy and teachers ability to make tests, and questionnaires to investigate the self-efficacy and achievement motivation of teachers. A path analysis was used to test the hypothesis that there are direct positive effect of high scientific literacy and self-efficacy, as well as indirect effects through achievement motivation, on teachers ability to compose effective tests. The results show positive influences of (1) high scientific literacy on achievement motivation; (2) self-efficacy on achievement motivation; (3) high scientific literacy on teachers ability to make tests; and (4) achievement motivation toward teachers ability to make tests. However, self-efficacy does not directly affect ability to make tests. The implications of this research are important for inservice/onservice programs (in which inservice refers to academic upgrading and onservice, to on-the-job training) for teachers, especially for those with teaching certificates (as opposed to teachers hired under the common practice of using honorary teachers, paid by stipend not salary, or volunteers).

scholarly journals Pelatihan Pembelajaran STEAM bagi Guru IPA SMP di Kalimantan Timur

2021 ◽  
Vol 3 (4) ◽  
pp. 447
Author(s):  
Shelly Efwinda ◽  
Riskan Qadar ◽  
Nita Rananda ◽  
Fanzuruni Fauhatun Mabrurah ◽  
Rahman Setiyawan
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
Positive Response ◽  
School Science ◽  
High School Science ◽  
East Kalimantan ◽  
Science Technology ◽  
Post Test ◽  
Training Activities

Tujuan Pelatihan Pembelajaran STEAM bagi Guru IPA SMP di Kalimantan Timur adalah agar guru dapat memiliki keterampilan membuat proyek pembelajaran IPA jenjang SMP dan sederajat dengan mengintegrasikan bidang Science, Technology, Engineering, Art. dan Mathematics. Pelatihan diselenggarakan selama lima hari, mulai tanggal 22 hingga 26 Juni 2021 dan diikuti oleh 10 guru IPA SMP dan sederajat di Kalimantan Timur. Indikator keberhasilan kegiatan dirumuskan: 1) 80% peserta atau sebanyak 8 peserta hadir dalam pelatihan, 2) terlaksananya seluruh kegiatan pelatihan, 3) 70% peserta atau sebanyak 7 peserta mampu membuat proyek STEAM dan menyusun laporan; serta 4) respon positif dari peserta kegiatan. Instrumen yang digunakan antara lain soal pre-test dan post-test pemahaman pembelajaran berbasis STEAM serta angket respon peserta. Adapun tahapan pelaksanaan kegiatan pelatihan meliputi: 1) Tahap persiapan; 2) Tahap pelaksanaan; 3) Tahap monitoring, evaluasi dan pelaporan. Hasil evaluasi menunjukkan kegiatan pelatihan mencapai seluruh indikator keberhasilan kegiatan yaitu: 1) seluruh peserta yang diundang hadir dalam pelatihan yaitu sebanyak 10 orang, 2) seluruh kegiatan pelatihan dapat terlaksana sesuai jadwal, 3) 80% peserta mampu membuat proyek dan menyusun laporan yaitu sebanyak 8 orang, serta 4) diperoleh respon positif dari peserta kegiatan, hasil angket respon berada pada kategori sangat baik dengan persentase sebesar 95%. The purpose of the STEAM Learning Training for Junior High School Science Teachers in East Kalimantan is to have the skills to create science learning projects by integrating the fields of Science, Technology, Engineering, Art. and Mathematics. The training was held for five days, from 22 to 26 June 2021 and was attended by ten junior high school science teachers in East Kalimantan. The indicators for the success of the activities were formulated: 1) 80% of participants or as many as 8 participants attended the training, 2) the implementation of all training activities, 3) 70% of participants or as many as 7 participants were able to do STEAM projects and compile reports, and 4) positive response from activity participants. The instruments used include pre-test and post-test questions on understanding STEAM-based learning and participant response questionnaires. Implementing the training activities includes 1) Preparation stage; 2) Implementation stage; 3) Monitoring, evaluation and reporting stages. The results of the evaluation show that the training activities achieved all indicators of activity success, namely: 1) all participants invited to attend the training were 10 participants, 2) all training activities were carried out according to schedule, 3) 80% of participants were able to do projects and compile reports, which amounted to 8 participants, and 4) a positive response was obtained from the activity participants, the results of the response questionnaire were in the very good category with a percentage of 95%. 

scholarly journals Penguatan Kompetensi Guru dalam Optimalisasi Fungsi Laboratorium

2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Arif Sholahuddin ◽  
Ratna Yulinda ◽  
M Fuad Sya'ban ◽  
Rasidah Rasidah
Keyword(s):  
Science Teachers ◽  
Junior High School ◽  
Science Learning ◽  
School Science ◽  
Learning Objectives ◽  
High School Science ◽  
Science Laboratory ◽  
Guided Inquiry ◽  
Laboratory Management

Laboratorium sebagai sarana pembelajaran IPA memiliki fungsi sangat penting dalam menfasilitasi peserta didik membangun kompetensi ilmiah. Oleh karena itu diperlukan manajemen yang tepat oleh pengelola yang memiliki kompetensi. Kegiatan workshop ini dilakukan untuk memperkuat kompetensi guru dalam optimalisasi fungsi laboratorium IPA. Kegiatan dilakukan dalam bentuk ceramah-tanya jawab, diskusi, praktik laboratorium berbasis inquiry dan latihan implementasi manajemen laboratorium di laboratorium sekolah. Peserta kegiatan sebanyak 19 orang guru IPA SMP di Kota Banjarmasin dan Kabupaten Banjar. Kegiatan workshop ini mampu memperkuat pengetahuan dan keterampilan guru SMP dalam pengelolaan laboratorium dan keterampilan merancang dan melaksanakan praktikum berbasis guided inquiry serta kemampuan menerapkan hasil workshop di laboratorium IPA sekolah. Peserta workshop sangat antusias selama mengikuti kegiatan dan merasa sangat terbantu dalam mengatasi kendala dan permasalahan yang dialami guru-guru IPA di sekolah masing-masing. Perlu perluasan peserta workshop di berbagai daerah agar mampu meningkatkan peran laboratorium dalam mendukung tujuan pembelajaran IPA yang meliputi pengetahuan, sikap dan keterampilan ilmiah peserta didik.The laboratory has a very important function as a means of science learning to facilitate students to build their scientific competences. Therefore, we need proper management which is performed by the competent laboratory managers. This workshop was conducted to strengthen the teachers’ competence in optimizing the functions of a science laboratory. The workshop methods including lectures, discussions, inquiry-based laboratory practices and implementation of school’s laboratory management. The participants were 19 junior high school science teachers in Banjarmasin City and Banjar Regency. This workshop was able to strengthen teachers’ knowledge and skills in mining school’s laboratory, teachers’ skills to design and implement guided inquiry-based practicum, and teachers’ ability to apply skills in managing science laboratory. The participants appear very enthusiastic during the workshop and they felt greatly helped in overcoming many laboratory obstacles and problems. It is necessary to expand the workshop’s participants in various regions in order to increase the role of laboratories in supporting science learning objectives which include scientific knowledge, attitudes, and skills of students. 

scholarly journals The The Impact of Problem-Based Workshops on Improving Teacher Competency in Designing Learning Based on Environmental Potential

2020 ◽  
Vol 3 (2) ◽  
pp. 100
Author(s):  
Fatni Mufit
Keyword(s):  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
Positive Influence ◽  
High School Science ◽  
Assessment Instruments ◽  
Teacher Competence ◽  
Learning Tools ◽  
The Impact

The competence of science teachers in Padang City Junior High Schools in developing learning tools is still low, as revealed by the teacher's pre-test abilities before the workshop is held. Pre-test includes gathering information about learning resources, learning media, models / methods / approaches, and assessment instruments used by teachers not yet utilizing the environment. Referring to the problems of teachers, problem-based workshop activities are designed in an effort to improve teacher competencies in designing learning tools based on environmental potential. Problem-based workshops have stages: (1) problem identification, (2) Focusing on problems, (3) Finding alternative solutions, (4) Presentation of solutions; (5) Implementation and (6) Reflection & follow-up. The workshop was attended by 20 junior high school science teachers in Padang city. The workshop activities consisted of 2 parts, namely the workshop activities at FMIPA UNP and the Implementation activities at SMP 25 Padang. Problem-based workshops succeeded in increasing teacher competence in designing IPA-based environmental learning tools. The results of the implementation of the workshop products by the teacher showed a positive influence on student involvement and activity in learning

scholarly journals ANALYSES OF JUNIOR HIGH SCHOOL SCIENCE COMPETENCIES IN KTSP AND INTEGRATED-REVISION OF 2013 CURRICULUM: REVIEWED FROM THE POTENTIAL OF DISASTER MITIGATION EDUCATION FOR THE SHAPING OF A DISASTER RESPONSE CHARACTER

2018 ◽  
Vol 2 (2) ◽  
pp. 85-96
Author(s):  
Rangga Sena Aji Hamisesa ◽  
Fitri Handayani Nataliya ◽  
Reno Nurdiyanto ◽  
Pujianto Pujianto
Keyword(s):  
Science Teachers ◽  
Junior High School ◽  
Disaster Response ◽  
Junior High ◽  
School Science ◽  
Disaster Mitigation ◽  
High School Science ◽  
Research Focus ◽  
School Based ◽  
Library Research

This study aims to analyze the science competencies in the JHS (Junior High Schools) which is integrated to disaster mitigation education (earthquake, tsunami, and volcano) in the School-Based Curriculum (KTSP) and the revised 2013 Curriculum in shaping a disaster response character. This study focuses on operational competencies that are potential to be integrated with disaster mitigation education, especially geological disasters. This was a library research analyzing any issues (problems) based on supporting literature reviewed. The data were collected through documentation, observation, and recorded findings that support to the research focus. As many as 40 science teachers and all documents of the implementation of the KTSP and revised-2013 Curriculum were involved in this study. Then the data were analyzed using a coding technique according to the components of the research focus and described qualitatively. The results of the study show that the number of science-competencies which have the potential to be integrated with disaster mitigation education is considered low compared to the whole of Science competencies that students must achieve. 0.48 % of science-competencies in JHS are potential to be integrated with disaster mitigation education. These competencies are 0.72 % in grade VII, 0.25% in grade VIII, and 0.5% in grade IX. These findings indicate that the contents of the curriculum have not been considered as a means of instilling the natural disaster response character

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 The Relationship Between U.S. High School Science Teacher’s Self-Efficacy, Professional Development, and Use of Technology in Classrooms

2021 ◽  
Vol 4 (1) ◽  
pp. 45-62
Author(s):  
Zahrah Hussain Aljuzayri ◽  
Keyword(s):  
Professional Development ◽  
High School ◽  
Science Teachers ◽  
Self Efficacy ◽  
Online Survey ◽  
School Science ◽  
High School Science ◽  
Use Of Technology ◽  
High School Science Teachers ◽  
The Relationship

There have been a limited number studies that examined the relationship between professional development (PD) and self-efficacy with technology tool use, specifically concerning high school science teachers. The main goal of this quantitative study was to identify any specific correlations between science teacher self-efficacy and the professional development science teachers received for those specific classroom technologies. Participants were comprised of a randomized sample set of high school science teachers throughout 46 different US States.The data was collected by using an online survey via the Qualtrics survey platform. The survey was sent to 3000 science instructors and 104 in total completed it. The results suggest that science teachers’ efficacy was high with course management systems and student wireless or digital devices, but not for social networking/media. There was no significant connection between technological self-efficacy and PD for related technology tools. However, it is possible that science teachers are already highly efficacious in terms of technology, and observational studies are recommended to see when and how teachers actually use technology in their classrooms.

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 Android-Based Learning Media Development to Improve Student Learning Achievement

2021 ◽  
Vol 9 (2) ◽  
pp. 115
Author(s):  
Mujiono Mujiono ◽  
Siti Sarah
Keyword(s):  
Science Teachers ◽  
Junior High School ◽  
Science Learning ◽  
Descriptive Analysis ◽  
School Science ◽  
High School Science ◽  
Learning Achievement ◽  
Intact Group ◽  
Teachers And Students ◽  
The Media

Android media is one of the learning media that is easy and interesting to use. This study aimed to develop an Android-based science learning media that fulfills valid, practical, and effective aspects. The research method used 3 stages of the 4D model, namely (1) define, (2) design, and (3) develop. The dissemination stage was not done because it took a long time. The research instruments were validation sheets, questionnaire, and test. The media validity test was carried out by material experts and media experts. Practicality tests were carried out by teachers and students. The effective tests were carried out by student. The data analysis techniques were qualitative and quantitative descriptive analysis. The effective test used a quasi-experimental method with an intact-group comparison design. The results showed that the android-based science learning media fulfilled valid criteria by material experts and media experts. The android-based science learning media fulfilled practical criteria by junior high school science teachers and students. There were differences in learning achievement for students who used Android-based science media and those who learned without using the media. The learning achievement for students who used Android-based science learning media was better than the students who learned without using android-based science learning media; this media can be the alternative of online learning. 

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