Based on observations and interviews with a science teacher at a junior high school in Pesisir Selatan Regency, it is known that there are still many science teachers who have not carried out practicum activities in scientific learning. Science kits are rarely used by teachers in science learning. The main reason is that the competence of science teachers in operating the science kit is still low. To improve the competence of science teachers in using KIT, it is very necessary to carry out activities to optimize the use of KIT for science teachers. The purpose of this study was to improve the competence of science teachers in using IPA KIT as a support for scientific learning. This type of research is a quasi-experimental design with a pretest-posttest using multiple choice test instruments at the beginning and at the end of the study. From the results of this study, it is known that there is an increase in the competence of science teachers in using science kits, with the percentage increase of 29.25%.
A visual aid is an object that can be used as a support for physical science activities. Teaching aids can be designed by the teacher using readily available materials. The competence of physics teachers in Pasaman Barat Regency has not been optimal in compiling PjBL-based Physics teaching aids student worksheets. So, the facts found in the field show that the professional competence and pedagogical competence of physics teachers in Pasaman Barat Regency in physics learning are not optimal. Therefore, it is necessary to increase the competency of Physics teachers in designing PjBL-based teaching aids. This type of research is quasi-experimental research. The treatment is in the form of assistance in making teaching aids based on PjBL. Bimtek activities in the form of practical assistance increase the competency of activity participants, which in this case are Physics teachers in Pasaman Barat Regency. The increase in the competence of physics teachers in Pasaman Barat Regency in making PjBL-based physics teaching aids was 24.17%. In addition, the mentoring activities provided are effective for increasing the mastery of MGMP Physics teachers in the Pasaman Barat Regency of the PjBL model material. This activity is also helpful for teachers designing teaching aids to support Physics learning as an merdeka curriculum implementation
In preparation for the implementation of the Merdeka Curriculum, science learning in schools still has problems, namely; 75% of science teachers have not been able to design real problems in everyday life as scientific contexts, and only 50% of science teachers can integrate science material in an integrated manner on worksheets, and there are still very few science teachers who are ready to implement the curriculum. The purpose of this study was to determine the effect of providing technical guidance (Bimtek) on developing scientific literacy-based worksheets on the competence of science teachers. The Bimtek activity consists of six stages: pretest, material debriefing, technical guidance (Bimtek), independent activities, evaluation monitoring, and posttest. From the Bimtek activities carried out for science teachers at MGMP Pesisir Selatan districts significantly increased teacher competence in developing scientific literacy-oriented worksheets. Based on the results of data analysis and discussion, it was found that the post-test average score was higher than the pretest average score. The science teacher pretest average score was 39.95, while the science teacher posttest average score was 62.10. The percentage increase in teacher competence is 23%.
During learning from home, the teacher is very limited in giving feedback on assignments. Consequently, students’ understanding of physics concepts is still low and experiencing misconceptions. Therefore, teachers should able to develop an interactive recitation program completed by corrective feedback that could remediate students’ misconceptions. The research objective is to improve the competence of physics teachers at Sijunjung Regency through mentoring in developing an interactive recitation program. This sort of research is quasi-experimental with one-group pretest-posttest design. The research data was obtained from the pretest and posttest about understanding of the interactive recitation programs. The results showed that there was an increase in the knowledge of high school physics teachers in understanding the interactive recitation program with a percentage of 32.4%, and the provision of mentoring activities have a significant effect on increasing the competence of physics teachers in developing interactive recitation programs.
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