The Analysis of Science Process Skills on Pre-Service Elementary School Teachers

Anam, Rif'at Shafwatul

doi:10.24235/al.ibtida.snj.v7i2.6470

Cited by 5 publications

(6 citation statements)

References 17 publications

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“…Participants in this study will be given two values, one (1) if they give the correct answer and zero (0) if they give the wrong answer. Responses will be averaged and categorized as 80-100 (very good), 70-79 (good), 60-79 (fair), 40-59 (poor) and 30-39 (very poor) (Anam, 2020). The methods used to collect data are interviews and questionnaires.…”

Section: Methodsmentioning

confidence: 99%

Science Content Knowledge of Pre-Service Teachers in Biology Elementary School Level

Anam

2022

j. ilm. sekol. Dasar

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Expectations for qualified primary school teachers in Indonesia are very high. The public is aware that education in elementary schools is an essential part of introducing a scientific discipline to students, one of which is science. To provide optimal science learning, teachers must have qualified Science Content Knowledge (SCK) so that students have no misconceptions and confusion. This study aims to analyze the mastery of prospective SCK teachers on biology subjects at the elementary level. The research method in this study is a descriptive method using a survey design. Data were obtained from 284 primary school teacher education program participants at the end of the semester. The instrument is a multiple-choice test with four answer choices with 40 questions. The device was then given to the participants and analyzed by calculating the percentage and putting it into a predetermined category. This study found that the mastery of pre-service teacher SCK needs to be considered because the average category of understanding is in the "Very Poor" and "Less" types. This study suggests the need for a professional program for both teachers and pre-service teachers who can combine SCK and pedagogy so that the learning provided is more optimal and offers a good learning experience.

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Section: Methodsmentioning

confidence: 99%

Science Content Knowledge of Pre-Service Teachers in Biology Elementary School Level

Anam

2022

j. ilm. sekol. Dasar

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“…The results obtained from these respondents will then be averaged and converted into percent. The percentage results will then be classified on the interpretation (Anam, 2020). The interpretation of the classification can be seen in Table 2.…”

Section: Methodsmentioning

confidence: 99%

“…At the same time, the product is related to knowledge from the science itself, such as concepts, principles, procedures, and evidence that can be demonstrated (Hardianti & Kuswanto, 2017;Khalaf & Zin, 2018). In addition, the government in Indonesia recommends that the science learning process uses a scientific approach (Anam, 2020). However, in reality, teachers experience problems in carrying out the suggested learning process (Saepuzaman et al, 2019;Widowati et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Science learning needs to develop various vital skills in inquiry, including conceptualizing and planning designs, implementing, analyzing and interpreting, and communicating (Duncan et al, 2018;Ješková et al, 2018). In the inquiry learning process, teachers need to have qualified inquiry skills to develop the expected skills (Anam, 2020). Thus, Inquirybased learning can improve students' thinking skills (Dobber et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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The Inquiry Skills of Teachers in Elementary School

Rahayu

Anam

Sekarwinahyu

et al. 2022

j. ilm. sekol. Dasar

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Inquiry skills are important skills possessed by a teacher. This study aims to analyze the inquiry skills of elementary school teachers and analyze the need for developing these skills in the lecture process in the elementary school teacher. This study uses a quantitative descriptive method with a survey design. Participants in this study amounted to 49 teachers. Data was collected using test instruments given to participants and interviews about their understanding of inquiry-based learning. Then the answers are analyzed and classified. The results showed that the teacher's inquiry skills needed to be improved because of the four groups of inquiry skills, both conceptualizing and planning design, implementation, analysis and interpretation, and communicating all were in the "weak" category, this was indicated by the average percentage of respondents in each group below 50%. The majority of respondents do not have a science education background. They also do not have sufficient knowledge about inquiry-based learning, especially in using it in the learning process. However, they agree that inquiry skills are important skills to be developed for students. Therefore, we need a lecture program that can facilitate elementary school teachers to be able to develop their inquiry skills so that science learning in elementary schools can be even more optimal.

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“…It is hoped that this study could encourage teachers to develop HOTS in the teaching and learning process in order to promote the student's thinking ability at higher level. (Anam, 2020) Looking at Table 1, the aspects of substance, construction, and language generally got a very good score (A). However, improvements were needed in terms of the language aspect since students still found it difficult to understand the question.…”

Section: Introductionmentioning

confidence: 99%

The Analysis of Higher Order Thinking Skills of Islamic Elementary School Students on Science Subject

Susapti

Istiqlal

2021

al.ibtida.snj

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The study aims to analyze the students' higher order thinking skills (HOTS) in Science subjects at Islamic Elementary School in Salatiga, Indonesia. It is descriptive qualitative research. Using the nonprobability sampling with convenience sampling method, this study involved 120 students as the sample. The data were gathered using tests, questionnaires, Focus Group Discussions (FGD), and documentations. The descriptive analysis with percentile formula was used to analyze the data. The results indicated that the students' HOTS abilities were still at the low level. In Low Order Thinking Skills (LOTS) questions category, the students' ability to answer questions ranged from 0.6 to 0.9 (good). In Middle Order Thinking Skills (MOTS) questions category, the index of the students' abilities was 0.35 to 0.65 (the medium category). In HOTS questions category, the index of the students' abilities was 0.075 to 0.45 (the low category). Therefore, it is necessary to make efforts in improving the HOTS ability of Islamic Elementary School students.

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The Analysis of Science Process Skills on Pre-Service Elementary School Teachers

Cited by 5 publications

References 17 publications

Science Content Knowledge of Pre-Service Teachers in Biology Elementary School Level

Science Content Knowledge of Pre-Service Teachers in Biology Elementary School Level

The Inquiry Skills of Teachers in Elementary School

The Analysis of Higher Order Thinking Skills of Islamic Elementary School Students on Science Subject

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