The COVID-19 outbreak has made many countries decide to close schools to prevent the spread, including Indonesia. This leads to online distance learning. Furthermore, online distance learning is carried out by teachers suddenly without prior preparation. Therefore, the teachers' Technological, Pedagogical, Content Knowledge (TPACK), and attitude to conduct online distance learning are crucial. Thus, this study intends to identify chemistry teachers’ TPACK and attitude in online distance learning during the COVID-19 outbreak. Purposed-design survey method was used with 109 participants in Java, Indonesia. The data were collected using online questionnaires then analyzed quantitatively using factor analysis and qualitatively based on the teachers’ response to online distance learning during the COVID-19. The questionnaire used consisted of 36 close-ended statements with a Likert scale and 10 open-ended questions to find out challenges and opportunities for implementing chemistry online distance learning. The results show that the teachers try to adapt their way of teaching and assessment by using various technology platforms for online distance learning. The attitude and TPACK of the teachers tend to be positive in responding to online distance learning even though some senior teachers have a negative tendency to the aspects of attitude and technological knowledge. It can be implied that training in the use of various technologies, and enhancement of chemistry teachers’ TPACK skills are needed to produce better online distance learning. These results are expected to provide an overview of the challenges and opportunities of online distance learning in chemistry during or beyond the COVID-19 outbreak.
Learning in the 21st century is expected to advance knowledge and improve student learning achievement, including at the elementary school level. In addition, learning in the 21st century is also expected to prepare students with 21st century skills that they should have. One learning approach that can be used is STEM-Based contextual learning. Therefore, this study aims to analyze the readiness of elementary school teachers to implement STEM-Based contextual learning in schools. The purposeddesign survey method was used in this study. Questionnaire and observation were used to collect the data. The questionnaire consisted of eighteen open-ended questions to find out the learning process conducted by the teacher, their perceptions of integrated contextual learning, and how the readiness of teachers towards the implementation of STEM-Based contextual learning. Respondents' involeved in this study were 32 elementary school teachers in Bandung, West Java, Indonesia. The result of the study indicated that elementary school teachers were ready to implement STEM-based contextual learning. However, the main problem faced by the teachers to implement STEM-based contextual learning was the difficulty of integrating the subjects and providing contextual aspects related to students' real life. This study was expected to provide an overview of the problems and possibilities in implementing STEM-based contextual learning at the elementary school level.
The teaching and learning process of natural science cannot be separated from practicum activities. Likewise, the practicum activities of natural science in bachelor of Elementary School Teacher Education Program have their own characteristics. This study aims at examining the use of Natural Science Kits in the implementation of the practicum of natural sciences with the provisions contained in the practicum of natural sciences college subject of bachelor of Elementary School Teacher Education Program, Faculty of Teacher Training and Education, Universitas Terbuka. This study is categorized as a qualitative descriptive research. This study involved 177 undergraduate students of bachelor of Elementary School Teacher Education Program, UT, which is spread across five (5) regional offices of UT, and it conducted from March to December 2018. The results of this study showed that it can be concluded that the practicum of natural science in elementary schools can be carried out using the Natural Science Kits belonging to bachelor of Elementary School Teacher Education Program, UT, although the Natural Science Kits and its management activities still needs to be improved and refined.
The purpose of this study first of which examine the differences in activity students who applied performance assessment in STEM-based biology learning to sensory system material, secondly reviewing the differences in the improvement of the results of science process skills students who applied performance assessment in STEM-based biology learning to sensory system material, and third reviewing student responses to performance assessment in STEM-based biology learning in sensory system material. The research approach that has been used is a quantitative approach. The sampling technique that has been used is the type of random sampling. The samples that have been are two classes for the experimental class and the control class. Data collection techniques used were written tests, observation sheets, questionnaires, and projects. The results of this study indicate that among other things there are differences in student learning activities between the experimental class and the control class secondly there are differences in the improvement of students’ significant science process skills after the implementation of performance assessment in STEM-based biology learning with the experimental class N-Gain is 0.90 and the control class is 0.45 and the third was a strong positive response result of 74%.
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