Junior High School Science Teachers Research Articles

SCIENCE TEACHER ABILITY TO DESIGN STUDENT SPIRITUAL ATTITUDE INSTRUMENTS

Each teacher must be able to harmonize the assessment of cognitive and psychomotor aspects with the assessment of students' affective aspects in learning. Most of the research conducted in Aceh is still limited to the development of spiritual attitude assessment instruments, while studies describing the ability of science teachers to design spiritual attitude assessment instruments are still very limited. This study aims to determine the ability of junior high school science teachers in the Pidie District to prepare questions to measure students' spiritual attitudes. The research uses the Mix method, with documentation and interview analysis techniques using the Miles and Huberman models, and the feasibility validity of the spiritual attitude assessment instrument uses a Likert scale and is then presented using percentage calculations. A purposive sampling technique is applied in determining the sample. The results showed that most of the teachers had less ability to design spiritual attitude assessment instruments. Few teachers could compile a comprehensive spiritual attitude assessment instrument per the attitude assessment technique in the 2013 curriculum. The first obstacle science teachers faced was formulating assessment indicators, where some teachers did not understand spiritual attitudes with social attitudes in learning. Secondly, assessment techniques with Rubik's or scoring guidelines were not in line with the demands of the 2013 curriculum.

Subject-based lesson study supporting Merdeka Curriculum enactment: Findings from Malang City science teachers

Developing teacher capability in implementing the Merdeka curriculum can take advantage of the activity of sustainable lesson study. Lesson study conducted at the subject teacher community provides a place for teachers to learn collaboratively to improve their professionalism. This study aims at present the findings of the implementation of a subject-based lesson study carried out among junior high school science teachers in Malang City, Indonesia, and expose their responses regarding the impact of this activity on their professional development in supporting the Merdeka Curriculum enactment. Teachers are actively involved and enthusiastic in participating in lesson study activities. The teacher stated that the implementation of subject-based lesson study was a forum for mutual learning and improving teaching skills so that it supported the implementation of the Merdeka Curriculum. Even so, continuous implementation accompanied by strengthening the principles of lesson study and learning principles that emphasize student involvement as well as developing students' thinking skills is needed. Finally, the constraints and expectations expressed by the teacher can be considered for designing a subject-based lesson study implementation model to form sustainable lesson study for learning communities in the future.  

Utilization of Mangrove Ecotourism as a Science Learning Resource for Junior High School Students

The research was carried out with the aim of finding out the use of mangrove ecotourism as a learning resource, because almost all regions in Indonesia manage mangrove ecosystem areas into ecotourism. The data collection technique uses proportional random sampling, with descriptive quantitative research methods. The research subjects used in this research process were the population of junior high school students and junior high school science teachers, with a sample of 118 students and 22 science teachers. The instrument used in this research is a questionnaire. The results obtained from the science teacher questionnaire stated that 80.8% of teachers had never integrated mangroves in the science learning process, reinforced by the results of the student questionnaire which stated that 83.2% of teachers had never presented mangrove material in the classroom. In this way, science teachers should change the way they deliver material using the Argument Driven Inquiry (ADI) learning model to make it easier for science teachers to utilize mangrove ecotourism as a learning resource through the stages of the learning model syntax.

Assessing the efficacy of locally constructed model kits in teaching and learning of writing and naming binary compounds

The study constructed Valency Arm and Y-shaped Model Kits using local materials from the school community, serving as interventions for Sekyere Central District junior high students in Ghana. Effectiveness was tested using a quasi-experimental pre-test post-test control group design in teaching binary compounds writing and naming. We randomly selected four intact classes, two as the experimental group (n = 69) and the other two as the control group (n = 67). After constructing and using the model kits in the teaching and learning process of writing and naming binary compounds, it was found that the experimental group, who received instruction with the model kits, had better retention of the concepts and principles than the control group. These improved learning gains were evident in the three successive tests (Pillai's Trace = 0.440, F (2, 133) = 52.319, p = 0.000, partial eta squared = 0.440). Additionally, a semi-structured interview was conducted with 11 randomly selected respondents from the experimental group. This interview identified four critical features that the junior high school students perceived as benefits of using the model kits in teaching writing and naming binary compounds. These benefits were a better understanding of the principles, improved attitude towards writing and naming binary compounds, better retention of concepts, and active participation and interest in class lessons. The results imply that junior high school science teachers who want to promote effective teaching and learning of writing and naming binary compounds should consider using these model kits if the original models are unavailable.

Peningkatan keterampilan guru IPA di Kabupaten OKU-Selatan melalui pendampingan pembuatan instrumen asesmen diagnostik

The implementation of the Merdeka Curriculum emphasizes the execution of diagnostic assessments before the commencement of the learning process. This assessment aims to provide teachers with an understanding of students' initial capabilities, serving as a foundation for differentiated learning. This training is targeted at junior high school science teachers in South OKU Regency to enhance their skills in creating diagnostic assessment instruments. The method employed involves training 13 science teachers, conducted on September 3-4, 2023, encompassing material delivery, question-and-answer sessions, workshops, independent work, and product monitoring. The final product of this training is a diagnostic assessment instrument applicable in classroom learning processes. The product evaluation criteria include the selection of concepts, the appropriateness of answer choices to the questions, and the alignment of material with students' cognitive levels. The evaluation results indicate that participants have successfully created diagnostic assessment instruments aligned with textbook concepts. However, the development of alternative answers, both at the first and second levels, still requires further improvement. This challenge is attributed to the teachers' lack of practice in formulating effective answer alternatives.

Teachers and Students' Perspectives on the Use of STEM-Oriented Blogs With the Flipped Classroom Strategy to Improve Representation and Argumentation Skills: A Cross-Sectional Mixed Method

The objective of this research was to investigate the Science teachers' and students’ perception toward STEM-Oriented Blogs with the flipped classroom strategy to improve students' representation and argumentation skills. The method used in this research is mixed methods with Sequential Explanatory Design. This research was conducted on 30 junior high school science teachers and involved 76 students of class VII junior high school. Data were obtained through questionnaires distributed online and interviews online via WhatsApp video calls, then analyzed using descriptive analysis. The result shows that teachers and students have a positive perception toward STEM-Oriented Blogs with the flipped classroom strategy. As 80% of teachers had not used blog as learning media; all of students needs learning media that can be accessed via smartphones. The current media learning has not completely train students' representation and argumentation skills and that's skills was in low category. Based on the result, it can be concluded that STEM-Oriented Blogs with the flipped classroom strategy is needed to improve students' representation and argumentation skills.

Science Process Skills and Proficiency Levels among the Junior and Senior High School Science Teachers

Teachers’ scientific literacy should be implemented in their instructional strategies. These will assist the learners in effectively using the critical thinking abilities that both teachers and students must exercise. This research sought to identify the areas where science education lacks in the Philippines and to identify gaps in science process skills among teachers of all educational levels of attainment. The research design used in this study is descriptive comparative. This study employed a descriptive-comparative research design. The instrument was validated by three experts in the field of science education. This study has five independent variables and two dependent variables. Kuder-Richardson formula 20 (〖KR〗_20) was used to assess the reliability of the SPS test. Moreover, (MANOVA) was used to compare the proficiency level of the participants across educational attainment and career stages. Clustered sampling was used to determine the respondents through their career stages imposed by the Philippine Professional Standard for Teachers. The Science Process Skills standardized test was developed and is highly reliable. There is no correlation between the SPS level and academic attainment and the teachers’ science process skills, which were the same regardless of their career phases. Teachers are therefore effective in teaching science. The Department of Education may help teachers’ professional development in conformance with its Reskilling and Upskilling program for teachers under the Sulong Edukalidad program development and capacity building for teachers because the majority of teachers have completed master’s degree units. Additionally, comparing the number of responses across professional phases is advised by this study. One of the problems was the dearth of master teachers in the nation; as a result, it will also be advised to provide more resources for scientific master teachers to foster mentorship and support among science teachers. Keywords: Educational Attainment, Science Process Skills, STEM teachers, Standardized Test

NEED ANALYSIS IN THE DEVELOPMENT OF MINI RESEARCH-BASED GENERAL PHYSIOLOGY LEARNING SETS

The general physiology course prepares prospective junior high school science teachers to master the content and science process skills. Skills used to acquire or apply science concepts, laws, theories including mental, physical and social skills are called science process skill. Science process skill is the basis for making rational and correct decisions about controversial issues. Science learning, including at the Junior High School level, should ideally not only be memorized knowledge but also a research process using science process skills, so that students are able to gain science knowledge from new phenomena in nature. To improve the students’ science process skills, the learning sets used by lecturers should be implemented effectively, so it is necessary to analyze the needs of learning sets. The research aims to explain the need analysis in the development of mini research-based general physiology learning sets. The research method used is a qualitative study with the data analysis technique of the Miles Huberman Model. This research was conducted in January 2022 at the Science Education Study Program, Faculty of Teacher Training and Education, University of Sultan Ageng Tirtayasa, Indonesia. Need analysis of learning sets includes needs in the aspects of students, concepts, assignments, and learning objectives. Needs analysis results are learning sets for general physiology based on mini-research suitable for improving the science process skills of prospective science teachers. Comprehensive and truly needs analysis can apply to the next stage of research and development. It can be concluded that the development of mini research-based general physiology learning sets should be conducted according to the findings of need analysis.

Creative Thinking-Oriented Students' Scientific Literacy Skills: Preliminary Study

This research is a descriptive quantitative that aims to determine the understanding of science teachers and students' knowledge in solving creative thinking-oriented scientific literacy questions. The instruments used in this research were a teacher interview questionnaire and creative thinking-oriented scientific literacy essay questions. Teacher interview data were analyzed using a descriptive percentage, and student test results were analyzed using descriptive statistics by calculating the average percentage score for creative thinking-oriented scientific literacy skills based on scientific literacy indicators and creative thinking indicators. The results of the analysis show that 83.33% of teachers still rarely and almost never use scientific literacy and creative thinking assessments in science learning. Meanwhile, in the results of the analysis of the students' test data, the average percentage for the scientific literacy indicator was 22.86% and the creative thinking indicator was 23.23% with the predicate of very poor and in the low category. Thus, it can be concluded that the understanding of junior high school science teachers in Langsa City in developing creative thinking-oriented scientific literacy assessments is still low. This has an impact on the students' abilities, which show that the creative thinking-oriented scientific literacy skills are classified as very poor in the low category

The Suitability of the Components of the Daily Assessment Book for Junior High School IPA Teachers (Biology) in Bekasi

The Teacher's Daily Assessment Book is a form of teacher management. In fact, not all teachers are able to complete it. Therefore, the purpose of this study was to determine the format of the teacher's daily assessment book and to describe the suitability of the components of the daily assessment book in junior high school science teachers (biology). The research method used was field research with observation and interview techniques. The informants in the study were 10 junior high school science teachers (Biology) in Kecamatan Rawalumbu, Bekasi. All the respondents (100%) have document completeness in books 1 and 4. Unfortunately, not all the respondents have document completeness in books 2 and 3. Looking at the document completeness in book 2, only 50% of the respondents have document completeness. In Book 3, none of the respondents had 100% document completeness. The range of document completeness was from 69.23% to 84.62%. Finally, not all teachers have 100% complete documents in the workbook. This may be due to the administrative burden. This research is expected to provide insight into the need to balance the quality of teaching and the administrative burden on teachers.

Development of Ethno-STEM Learning Module based on Javanese Gamelan

Ethno-STEM can help students to learn the right learning concepts. The purpose of the study was to design, develop, and test the feasibility of the Ethno-STEM-based science learning module for class VIII students that was feasible to use. The module was printed teaching materials. The module aimed to make students learn independently and study anywhere and anytime without the need for supporting tools. The research development module refers to the Thiagarajan 4-D (Four-D) device development model with the stages of define, design, develop, and disseminate. The samples were 12 students of class VIII in SMP Institut Indonesia in the academic year 2021- 2022. The research instruments used validation sheets of learning material experts, learning media experts, practitioners, and student questionnaires. The feasibility of the module is reviewed based on the results of analyzed data. First, the validation of the Ethno-STEM-based learning module from the science learning validator, consisting of two learning material expert lecturers, obtained an overall score of 3.0 with good criteria. Second, the expert validation of learning media, consisting of 2 media expert lecturers, obtained an overall score of 3.60 with very good criteria. Third, the practitioner validation, consisting of two junior high school science teachers, obtained an overall score of 3.88 with very good criteria. And, student responses showed a percentage score of 94.8% with a very good category. Thus, the learning module of Ethno-STEM was feasible for science learning in class VIII of junior high school.

Validity Test Development of Wizer.me-based Interactive Worksheet On Human Excretion System For Class VIII

When online learning was implemented, teachers are encouraged to use digital technology base for teaching. According to interview results with junior high school science teachers in Yogyakarta, Bekasi, and Lampung, the problem encountered is the lack of use of interactive worksheets because some teachers have not mastered today's technology. The material chosen is the eighth grade human excretory system because it has a complexity in many names of organs and processes that occur in these system. This research aims to develop, determine the validity and feasibility of interactive worksheet using Wizer.me on eighth grade human excretory system material. This research uses R&D methods and ADDIE model as a reference for research implementation. This article is limited to the development section, especially the validity test. To test the validity of the worksheets, the instrument sheets are used. There were two aspects that being validatet, material and media. This research had made 3 interactive worksheets using Wizer.me. The validation conducted by four validators consisting of one media expert, one material expert, and two science subject teachers. The results showed an average value of 93.2% with very valid criteria. Therefore, the interactive worksheets based on Wizer.me is eligible to be tested with revisions according to suggestions from the validators.

Modular Distance Learning: Perceived Challenges and Strategies of Secondary Science Teachers in Mandaon District, Masbate, Philippines

This study aimed to examine the challenges encountered by science teachers in implementing modular distance learning and the coping strategies they employed to address these challenges. Using a mixed-method research approach, data were collected through a survey of thirty-eight Junior High School science teachers in Mandaon District in Masbate, Philippines. Findings revealed that the implementation of modular distance learning presented various challenges, including technical problems, distribution and retrieval difficulties, student utilization issues, and unreliable assessment results. To cope with these challenges, teachers employed various strategies, including attending ICT training, asking for technical assistance, developing income-generating projects, and utilizing differentiated instruction and targeted assessments. The study also highlights the need for more parental involvement, adequate funding for schools, clear instructions and guidance to students, and proper monitoring of student performance. Overall, the study suggests that with effective implementation and support, modular distance learning can be an effective mode of instruction, particularly during times of crisis.

Technological Competence and Pedagogical Content Knowledge Practices of Junior High School Science Teachers

The study aimed to assess the technological competence and pedagogical content knowledge practices of Junior High School Science Teachers in Southeast Butuan District 1, Division of Butuan City. A descriptive-correlational design was used, and data were collected from 31 science teachers in the district. A survey questionnaire was administered to assess the participants' level of technological competence in terms of using ICT in teaching, as well as their level of PCK practices in terms of Subject Matter Knowledge (SMK), Instructional Representation Strategies (IRS), Instructional Objective and Context (IOC), and Evaluation of Students Learning (ESU). The Net Agreement Rating (NAR) for their responses on the different areas of TPACK was recorded and cross-tabulated. The findings of the study indicated that the participants demonstrated high levels of technological competence in using ICT in teaching and high levels of PCK practices in relation to SMK, IRS, IOC, and ESU. The study also revealed a moderate positive correlation between the level of technological competence and pedagogical content knowledge practices of the teachers. This suggests that while technological competence may contribute to the enhancement of pedagogical content knowledge practices, there are other factors that can also influence effective teaching. Based on these results, it is recommended that further research be conducted to explore the impact of technology integration on the development of pedagogical content knowledge among teachers. Additionally, identifying other factors that may influence their PCK practices would be beneficial.

The Urgency of Developing E-Learning Moodle Substance Pressure Topic on Guided Inquiry Learning to Improve Mastery of Scientific Concepts and Communication

Constraints found in science learning in junior high schools lead to low mastery of scientific concepts and communication skills. Therefore, this study aims to describe the early stages of analysis related to urgency as the basis for product development in the form of e-learning moodle in guided inquiry learning to improve mastery of scientific concepts and communication skills on substance pressure material and its application to everyday life. The method used was descriptive research using literature studies, curriculum analysis, needs analysis questionnaires, open interviews with science teachers, and student ability surveys using question instruments. The research subjects comprised 81 students and two junior high school science teachers. Based on the analysis results, it is known that students want a new learning atmosphere that involves several learning media and practicum-based learning. But the reality of learning still uses traditional methods and a single learning resource, namely textbooks. The development of learning media in the form of moodle e-learning with the guided inquiry learning model is expected to assist teachers in facilitating a new, fun learning atmosphere and involving practicum activities to improve students' mastery of concepts and scientific communication skills

Science Teachers’ Capabilities in Teaching Biology in the Junior High School: Bases for Competency Enhancement Program

This descriptive study aimed to determine the Science teachers’ capabilities in teaching Biology in the junior high school in the Division of Antique, Philippines for the school year 2015-2016 as bases for competency enhancement program. The respondents were the 164 junior high school Science teachers selected through multistage sampling technique. Data gathering instruments used were the duly validated researcher-made questionnaires. Statistical tools employed in the interpretation of data obtained were frequency, percentage, mean, standard deviation, t-test of independent samples and One-Way Analysis of Variance (ANOVA).Analyses of data were done with the use of Statistical Package for the Social Sciences (SPSS) software, version 21.0.The findings of the study revealed that the Science teachers in the Division of Antique were Capable in teaching Biology in the junior high school specifically in terms of knowledge, skills, and attitude. They were found also to be Capable in teaching the subject in terms of grade level taught, highest educational attainment, pre-service specialization, and teaching experience. A significant difference was found in the level of Science teachers’ capabilities in teaching Biology as to pre-service specialization while no significance difference was found in terms of grade level taught, highest educational attainment, and teaching experience.

FLEXIBILITY OF ASSESSMENT STRATEGIES OF JHS SCIENCE TEACHERS IN FOSTERING STUDENTS’ ENGAGEMENT AND TASK COMPLETION

This study on the flexibility of assessment strategies of Junior high school science teachers in fostering students engagement and task completion as rated by teachers is a descriptive method as research designs. The study specifically involves one hundred-eight (108) Junior high school Science teachers that would rate the flexibility of their assessment strategies in student engagement and task completion of their students. The participants are from chapter schools of Maranatha Christian Academy in Laguna with Junior high schools and are all implementing Blended learning modality. The researcher-made questionnaire was used in gathering data. The data gathered were answered by teachers from Maranatha Christian Academy of Cabuyao, Calamba, Los Baños, Bae and Sta. Cruz chapters specifically teaching science subjects. The questionnaire was consisted of four variables to evaluate the level of flexibility of teachers assessment strategies in terms of applicability, engagement, motivation, and collaboration. Those items were rated according to their scales. The data were tallied, tabulated and treated using weighted mean for determining the level of flexibility of teachers assessment strategies as rated by the respondents. Standard Deviation was used to determine the dispersion of the ratings of the respondents. On the other hand, F-test was used to determine the significant difference between the level of flexibility of teachers assessment strategies as rated by the teachers.

Teacher Perceptions of the Use of Socioscientific Issues in Science Learning in Middle Schools of Tanjung Sakti District PUMI and Tanjung Sakti District PUMU

Currently, there are already many countries that have revised their science curricula to be sure effective science learning environments. Blessing in this revision, socioscientific issues are integrated into the curriculum. Their presence has brought about the need to know what socioscientific environmental problems exist. The research conducted aims to describe the perceptions of junior high school science teachers regarding the use of socioscientific issues in science learning at SMP Tanjung Sakti PUMI and Tanjung Sakti PUMU districts. In this descriptive quantitative study, data were collected using 15 items of statements with a questionnaire in the form of a Likert scale. The research subjects were seventeen science teachers from Tanjung Sakti Public Middle School 1 PUMI, Tanjung Sakti Public Middle School 2 PUMI, Tanjung Sakti Public Middle School 3 PUMI, Tanjung Sakti Public Middle School 4 PUMI, Tanjung Sakti Public Middle School 1 PUMU, Tanjung Sakti Middle School 2 PUMU, Middle School Mumammadiyah Batu Rancing, SMP PUMI Xaverius Tanjung Sakti. The study results show that science teachers have very positive perceptions or agree to use socioscientific issues in science learning. This study shows that science teachers' perceptions about socioscientific issues are well received, and the use of socioscientific issues is very impressive in the science learning process. 

Implementation of Participatory Training Model to Develop Teachers' Ability to Design Formative Assessment Instruments in Science Learning

Formative assessment is an essential aspect of learning. Facts in the field show that there still needs to be more teachers who conduct formative assessments during the learning process. The assessment that carries out assesses the final results of learning through summative. This study aims to analyze the ability of science teachers to design formative assessment instruments in science teaching through the implementation of the participatory training model. The research method used is descriptive research with a quantitative approach. The research subjects were 30 junior high school science teachers in Sumedang Regency. Data collection instruments are formative assessment product sheets made by teachers and questionnaires. Data analysis techniques include data reduction, presentation, and conclusion drawing. The results showed that the ability of teachers to design formative instrument assessments was categorized as good. Teachers can create formative instrument assessments integrated into science learning in a varied manner. Teachers' responses to the strengthening and mentoring

PELATIHAN PEMBUATAN APLIKASI PEMBELAJARAN BERBASIS ANDROID BAGI GURU IPA SMP DI KABUPATEN LAMPUNG SELATAN

The objectives of this community service activity are: 1) increasing teacher knowledge regarding open-source biology applications based on Android, which can be used as learning media in the new normal era; and 2) improving teacher skills in using open-source biology applications based on Android as learning media in the new normal era. This community service activity targets science teachers who are members of the Science MGMP of South Lampung Regency. Community service activities were carried out at SMP Negeri 3 Natar, South Lampung. This service activity adopts a training model with methods of providing material, discussion and feedback, group practice, and independent activities accompanied by mentoring. This service activity will be evaluated for the implementation and sustainability of the program using the CIPP evaluation model. Service activities were declared successful if the average ability of junior high school science teachers increased by ≥ 80%. Based on the results of the activities, it was concluded that these training activities effectively increased teachers' abilities in making learning media based on Android applications. This is based on increasing teachers' understanding of the design of android application-based learning media for junior high school science teachers in the South Lampung Regency. Based on the results of the initial evaluation, it was found that the teachers' initial understanding was low. At the end of the training, the teacher's understanding and ability to utilize and create teacher learning media were higher than before attending the training. As many as 80% of teachers can make learning media based on Android applications. An improved understanding of teachers designing learning media based on Android applications is classified as good.