Science Integrated Learning Model to Enhance The Scientific Work Independence of Student Teacher in Indigenous Knowledge Transformation

Parmin, Parmin; Sajidan, S.; Ashadi, A.; Sutikno, Sarwono; Fibriana, Fidia

doi:10.15294/jpii.v6i2.11276

Cited by 39 publications

(36 citation statements)

References 22 publications

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“…The respondents or the informants included the head of LPMP Central Java, the head of Education Office of Surakarta, principals, biology MGMP board, as well as biology teachers. The selection procedure of the respondents was in accordance with the study by Parmin et al (2015Parmin et al ( , 2017 in which data sources in qualitative study were people along with their behaviours, events, archives, documents, and other objects. The statistical population of this study included 332 teachers, while the sample was 116 using purposive sampling method.…”

Section: Methodsmentioning

confidence: 99%

Effectiveness of Pedagogical Competence: A Development Model through Association of Biology Teachers’ Forum

Anif

Sutama

Prayitno

et al. 2019

JPII

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The results of teacher competency test performed by the Centre of Human Resource Development on Education and Education Quality Assurance have indicated less effectiveness of a certification program. A regional subject teacher association called MGMP (Musyawarah Guru Mata Pelajaran) board, is also known as a forum of all subject teachers with a strategic role in increasing teachers' professionalism in carrying out their duties as professional teachers. The main objectives of the study were to describe the mechanism of pedagogical competence development activities for biology teachers in a post-certification program through MGMP forum and to identify the characteristics of the activities of biology MGMP. The research method was of survey type and the data collection instruments were a list of questions, polling, and a questionnaire. The respondents included the head of educational quality assurance agency or LPMP (Lembaga Penjamin Mutu Pendidikan) Central Java, education officers of Surakarta, principals, biology MGMP board, as well as biology teachers, selected through purposive sampling method. The results of this study revealed that the mechanisms and the procedures of activities to develop the pedagogical competence of biology teachers in the post-certification program in Surakarta through MGMP were: MKKS (Musyawarah Kerja Kepala Sekolah) or association of school principles networking initiate coordination with district education office, biology MGMP conducts a gathering to devise programs and activities for a year with guidance from supervisor and MGMP board, MKKS or coordinators of MGMP authorize devised programs and activities, implementation of needs-based activities, determination of resource persons, and evaluation to obtain feedback for programs and activities of subsequent years. Furthermore, characteristics of activities based on the priority were: review of Graduate Competency Standard (GCS); preparation of final exam exercises and national exam try-out, and analysis of previous national exam; preparation of student worksheets, preparation of modules, preparation of lesson plan (LP), comprehension of learning materials, enrichment of laboratory materials; workshop of classroom action research (CAR), and preparation of incidental materials. The outcomes produced by biology teachers after carrying out the activities were: final exam exercise, national exam try-out and GCS, syllabus and lesson plan, learning methods and appraisal instruments, CAR proposal, as well as modules/teaching materials/props. The constraints encountered in the implementation of the activities were: funding issues, unstructured and discontinuous programs, complexity of providing resource persons, absence of guidance and supervision, and lack of teacher's awareness. Meanwhile, several solutions to overcome the constraints in order to support the effectiveness of the activities were: comprehension of biology learning materials, enrichment of laboratory materials, collaboration with universities, CAR follow-up, more structured and c...

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Section: Methodsmentioning

confidence: 99%

Effectiveness of Pedagogical Competence: A Development Model through Association of Biology Teachers’ Forum

Anif

Sutama

Prayitno

et al. 2019

JPII

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“…Learning with the GEM-CL model means using ethnoscience: learning science using GEM-CL mo-del selaras Bakar Batu cultural practice in Papua. This is supported by research conducted by Parmin, et al (2017). Ethnoscience can be stated as knowledge owned by a nation or a particular ethnic group or local citizen group.…”

Section: Resultsmentioning

confidence: 96%

Effectiveness of Generation, Evaluation, and Modification-Cooperative Learning (Gem-Cl) Model Selaras Bakar Batu Cultural Practice in Papua

Budiarti

Супармі

Sarwanto

et al. 2020

JPII

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This study intended to describe the effectiveness of the GEM-CL learning model selaras Bakar Batu cultural practice on chapter heat and temperature. This type of research was quasi-experiment with pretest and post-test control group design. The study population was all students of class XI IPA SMAN 1 Jayapura. The sampling technique used was simple random sampling. The selected classes were XI IPA-3 as an experimental class and class XI IPA-5 as a control class. Data collection instruments were tests based on higher-order thinking skills and questionnaires to collect students’ responses. Data analysis was done by t-test, N-gain, and effect size for data collecting from test data while data from questionnaires were analyzed by descriptive qualitative analysis. It was concluded that the model is effective to apply in physics learning to preserve students’ conceptual understanding and improve students’ higher-order thinking skills. Further study on GEM-CL to other cultural practices and physics chapter in Indonesia would would strengthen this learning model.

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“…Moreover, the observation of the micro-teaching performance highlighted that the future teachers tended to be dominant in advising while the students' independent discovery has not been optimally developed. The students' self-regulation and reduction in teachers' authority are the keys to successful inquiry learning [14]. Therefore, further training for future teachers was urgently done.…”

Section: Resultsmentioning

confidence: 99%

Pre-Service Science Teachers’ Skills in Applying Guided Inquiry, Modified Inquiry, and Open inquiry in Micro-teaching Course

Parmin

Muttaqiin

2020

Proceedings of the International Conference on Education, Science and Technology - ICESTech 2020

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The study aimed to measure the skills of pre-service science teachers in applying three inquiry models in the microteaching course. The study was conducted on 56 pre-service science teachers who joined the microteaching course. A comparative study method was adopted by comparing the research target skills in applying three different inquiry learning models. The results revealed that the pre-service science teachers scored 84 for the guided inquiry or categorised as 'very good', 79 for the modified inquiry or in a 'good' category, and 75 for the open inquiry or belonged to the 'good' category. A correlation coefficient analysis showed that the r count was 0.620 while the r table with a significant level of 5% for N = 56 and df = N-2 = 56 -2 = 54 was 0.354. Thus, the r count > r table or 0.620 > 0.354 and Ha was accepted. The results indicated that there was a significant correlation between pre-service science teachers' skills in applying three different inquiry models. Therefore, it concluded that the pre-service science teachers achieved the highest score when applying the guided inquiry yet remained to get good scores when implementing the modified and open inquiry model.

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Science Integrated Learning Model to Enhance The Scientific Work Independence of Student Teacher in Indigenous Knowledge Transformation

Cited by 39 publications

References 22 publications

Effectiveness of Pedagogical Competence: A Development Model through Association of Biology Teachers’ Forum

Effectiveness of Pedagogical Competence: A Development Model through Association of Biology Teachers’ Forum

Effectiveness of Generation, Evaluation, and Modification-Cooperative Learning (Gem-Cl) Model Selaras Bakar Batu Cultural Practice in Papua

Pre-Service Science Teachers’ Skills in Applying Guided Inquiry, Modified Inquiry, and Open inquiry in Micro-teaching Course

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