Kasetsart Journal of Social Sciences (KJSS)

Teacher survey of Science Practices Learning (SPL) in elementary schools after participating in the teacher professional programs
Kasetsart Journal of Social Sciences -- formerly Kasetsart Journal (Social Sciences), Volume 045, Issue 2, April 2024- June 2024, Pages 461-470
ISSN: 2452-3151(0125-8370)
Winartoa, Dwi Hesty Kristyaningrumb, Asri Widowatia, Fine Reffianec,*
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aDepartment of Science Education Study Program, Faculty of Mathematics and Natural Science, Yogyakarta State University, Yogyakarta 55198, Indonesia
bDepartment of Mathematics Education, Faculty of Educational Sciences, Peradaban University, Brebes 52276, Indonesia
cDepartment Pendidikan Profesi Guru, Faculty of Postgraduate, Universitas PGRI Semarang 50232, Indonesia
*Corresponding author, e-mail: finereffiane@upgris.ac.id
Abstract
This paper was aimed at finding an instrument to measure science practices learning of elementary school teacher after participating in teacher professional programs. The method of the study was a survey method. The respondents of this study were elementary school teachers in the province of Central Java, totaling 578 teachers at elementary school level. This research employed a science learning practice questionnaire. The instrument was confirmed by expert judgement and empirical measurement. The Data were analyzed through descriptive statistics by calculating the percentage and level of achievement of science learning practices carried out by the teacher. The instrument was examined by implementing Exploratory Factor Analysis (EFA). The results of the reliability test which were based on the results of Cronbach’s alpha score were .91. Dimensions EI, EE, SDC, SD learning science practices are good category. The EPK dimension for elementary school teachers is in the moderate category. The SD teacher’s IT dimension is in a very good category. The conclusion of this study is that student learning activities designed by teachers following the professional program focus on investigation, modeling and explanation, scientific discourse, connecting with daily life activities, and discussions. The implication of this research is that teacher capacity building programs have an impact on the quality of science learning in elementary schools. It is very important for the government, regional heads, and school principals and teachers to organize teacher improvement programs, especially research-based science learning.
Keywords
elementary schools, science learning practice, survey, teacher
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