Abstract
This study aims to analyze the level of social studies teacher's understanding of scientific learning approaches. The subjects of this study were 60 junior high school social studies teachers in Bandung, Indonesia. This research uses survey design. Data collection uses questionnaires. Data were analyzed using one-way ANOVA with IBM SPSS 22. The findings indicate that social studies teachers have understood the mechanism of scientific learning in a moderate level. Some of the answers to questions show an understanding of the stages of social science learning in junior high schools in Bandung. The response confirms that they have understood the mechanism of scientific learning with a moderate level of understanding. Although the majority of respondents have the low understanding of the four stages of scientific learning, almost all research questions answered by teacher respondents are appropriate by scientific standards. This result can practically be a direction for policy makers to formulate teacher education which does not merely emphasize the pedagogical and professional aspects in terms of students' mastery and teaching materials, but also deepens epistemological aspects and scientific mechanisms to broaden scientific fundamentals in classroom.
Highlights
The scientific learning model provides broad opportunities for students to obtain knowledge independently based on the scientific method (Ayuni, 2015)
The method applied in this study was a survey that focused on identifying social studies teachers' understanding of scientific learning approaches in the junior secondary school level in Bandung, West Java Province, Indonesia
Social studies teachers in junior high schools in Bandung have understood the mechanism of scientific learning with a moderate level of understanding
Summary
The scientific learning model provides broad opportunities for students to obtain knowledge independently based on the scientific method (Ayuni, 2015). In the world of education, most studies focus on the method and development of scientific inquiry in the field of science teaching, where inquiry is considered more verifiable, making it easier for science teachers to explain and make students easier to understand (Bybee, 2006; Penuel et al, 2011; Ketpichainarong et al, 2010; Peters & Kitsantas, 2010; Demir & Abell, 2010; Peters, 2010; Dudu & Vhurumuku, 2012; Hussain et al, 2011). An exception is obtained from deMarrais and Lapan (2003) who offer methods in teaching scientific inquiry for teachers in the classroom. The lack of effective means and understanding of scientific inquiry in social science has long pushed Tom (1985) to offer ideas that are teacher-oriented inquiry in classroom teaching
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