Implementasi Pendekatan Scientific Dalam Pengajaran Bahasa Inggris Kurikulum 2013 Di SMPN 1 Pamekasan

Azizah, Siti; Ariwidodo, Eko; Adriana, Iswah

doi:10.19105/ojbs.v9i2.688

Cited by 6 publications

(11 citation statements)

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“…The success in applying the 2013 curriculum is dependent on teachers' creativity. Teachers are required to make as creative learning plans as possible to apply the rules of the 2013 curriculum (Azizah et al, 2015).…”

Section: Indonesian Curriculum Of 2013mentioning

confidence: 99%

“…Students must actively ask questions by discussing and gathering the questions together and then discussing the answers. Azizah et al (2015) stated that the questioning stage is where the students construct the knowledge through group discussion.…”

Section: Questioningmentioning

confidence: 99%

“…The preservice teachers have challenges in implementing all the steps of the scientific approach. Azizah et al (2015) stated that students' motivation in learning English is low. The students mostly tend to be passive while learning, making it challenging for the teachers to implement the scientific approach.…”

Section: Introductionmentioning

confidence: 99%

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The Implementation of Scientific Approach in English Teaching Practice

Sari¹,

Wulandari²

2021

Proceedings of the International Conference on Sustainable Innovation Track Humanities Education and Social Sciences (ICSIHESS

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This study explores the challenges in implementing the scientific approach perceived by the EFL pre-service teachers and investigates the EFL pre-service teachers' strategies to overcome the challenges. This research applied a descriptive qualitative design with the in-depth interview as the data collection method. This study was conducted at the English Language Education Department (ELED) at a private university in Yogyakarta with 5 EFL pre-service teachers who employed the scientific approach in their teaching practices when doing their internship program as the participants. This research found that the EFL pre-service teachers faced some challenges in implementing the stages of the scientific approach. These challenges were the challenge in asking the students to ask questions, maintaining the students' focus in gathering information, asking the students to have a discussion, and enhancing the students' self-confidence to share the conclusion of their discussion. However, there were some strategies that these EFL pre-service teachers applied to overcome these challenges. The strategies were helping the students to make questions, monitoring the students in gathering information, monitoring the students in doing the discussion, and building the students' self-confidence.

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Section: Indonesian Curriculum Of 2013mentioning

confidence: 99%

Section: Questioningmentioning

confidence: 99%

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The Implementation of Scientific Approach in English Teaching Practice

Sari¹,

Wulandari²

2021

Proceedings of the International Conference on Sustainable Innovation Track Humanities Education and Social Sciences (ICSIHESS

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“…They have not yet been able to develop learning material creatively so they still use the old teaching method. In the same vein, Azizah, Widodo & Adriana [8] reported that teachers faced various difficulties in implementing the 2013 Curriculum because of their low morale and pedagogical competences.…”

Section: Introductionmentioning

confidence: 99%

Exploratory Study of Pedagogical Competence Among English Teachers in Junior High Schools in East Lombok Regency in Applying 2013 Curriculum-Based Learning Models

Waluyo¹,

Soepriyanti²,

Wardana³

2020

Proceedings of the 1st Annual Conference on Education and Social Sciences (ACCESS 2019)

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The 2013 curriculum mandates that English teachers in junior high schools can use scientific approach learning models, such as Inquiry-based Learning, Project-based Learning, Discovery Learning and Problem-based Learning, through various learning activities in the classroom. To support this policy, the Ministry of Education and Culture has conducted a number of workshops and training initiatives to equip teachers with these learning models. Despite these efforts, research on the teacher's success story in applying the scientific approach has not much been done. With reference to this condition, this present study aims to reveal the pedagogical competence of English teachers in using the learning models recommended by the 2013 Curriculum and explore problems, challenges and obstacles faced by teachers in applying these learning models. This research was conducted in East Lombok Regency, NTB. The research subjects consisted of ten teachers from five selected schools. A descriptive-qualitative research design with a multicase study approach was used to uncover the phenomenon being investigated. Data collection was done through interviews, classroom observations and document studies. The data were analyzed by using a thematic analysis approach. Results of the study show that teachers developed divergent pedagogical competencies in applying the suggested learning models. Among other factors, ineffective teacher professional development training was identified as the cause of the emerging problems, challenges and obstacles that hinder the optimization of their pedagogical competencies.

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“…One of the efforts is through revising the national curriculum. The recent curriculum, the 2013 curriculum (thereafter K13) that was first established in 2013 is the development of the competence-based curriculum (KBK-Kurikulum Berbasis Kompetensi) in 2004 and the school-based curriculum in 2006 (Azizah, Ariwidodo, & Adriana, 2015). The curriculum was designed not only to develop students' competency, but also to build students' characters and moral (Mulyasa, 2013).…”

Section: Introductionmentioning

confidence: 99%

A Study on Pre-Service Teachers� Reflective Practices in Implementing the Scientific Approach of 2013 Curriculum

Purnamaningwulan

2019

IJIET

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The pre-service teachers undertaking a teaching practice program (PPL Program Pengalaman Lapangan) are demanded to implement the Scientific Approach, the underlying teaching practices in the 2013 curriculum (K13), in the schools where they conduct their teaching practice. The recent study aims to examine pre-service teachers problems in implementing Scientific Approach during a teaching practice program as reflected in their reflective journal entries. Also, this study seeks to find out how the reflective journal can help them improve their capability in implementing Scientific Approach when teaching English. The participants of this research were four pre-service teachers doing a teaching practice program in SMAN 8 Yogyakarta. This research employed a descriptive qualitative approach. The data were collected from participants reflective journal entries. From the study, it was found that participants encountered problems in implementing Scientific Approach in terms of maintaining student-centeredness in the teaching and learning process, engaging students participation, maintaining students focus, and applying the five learning stages based on Scientific Approach. Further, it was discovered that the reflective practice can help improve the pre-service teachers skills in implementing Scientific Approach in their English teaching practices.DOI:doi.org/10.24071/ijiet.2019.030203

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Implementasi Pendekatan Scientific Dalam Pengajaran Bahasa Inggris Kurikulum 2013 Di SMPN 1 Pamekasan

Cited by 6 publications

References 0 publications

The Implementation of Scientific Approach in English Teaching Practice

The Implementation of Scientific Approach in English Teaching Practice

Exploratory Study of Pedagogical Competence Among English Teachers in Junior High Schools in East Lombok Regency in Applying 2013 Curriculum-Based Learning Models

A Study on Pre-Service Teachers� Reflective Practices in Implementing the Scientific Approach of 2013 Curriculum

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