THE ANALYSIS OF SCIENCE TEACHER QUESTIONING SKILLS IN JUNIOR HIGH SCHOOL IN DELI SERDANG DISTRICT

Abstract

A descriptive research that aims to describe: (1) the level of teacher questions based on gender and teaching experience; (2) students’ response to the level of teacher question; (3) teacher’s ability to apply basic and advance questioning skills based on gender and teaching experience has been implemented in Junior High School. About 20 science teachers who teach in 8 th grade of Junior High School come from 9 schools have been involved this study. Data were collected through observation and questionnary. The results showed that Junior High School science teacher mostly used low-level cognitive questions (85,8%). A few of other used high-level cognitive questions (14,2%). There was no difference even gender and teaching experience. In level questions, teacher mostly asked about structure (42,80%) and organ (34,20%). A few of other asked about mechanism (18,40%) and desease (18,40%) in circulatory system chapter. Mostly students' response to the level of teacher questions were simultaneous (93.88%), with scientific answer was very low category (39,80%). In basic skills components, teacher mostly used spread with very low category (10%). In advanced questioning skills components have changed the level of cognitive demand (35%), usage tracking questions with various techniques (15%), and improving the interaction (50%) were very low category. There were no differences basic and advanced asking skills even gender and teaching experience.