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How Do Science Content Misconceptions Occur in Primary School Teachers with Teaching Certificates?
Full text linkMisconceptions are understandings of concepts that are not in accordance with scientific concepts. Teachers have the potential to experience misconceptions and misconceptions that occur in teachers can result in students also experiencing misconceptions. Research that examines science misconceptions in elementary school teachers is still rare, so there is a need for research examining science misconceptions in elementary school teachers, especially in elementary school teachers who are certified educators. Therefore, this study aims at determining whether science misconceptions occur in elementary school teachers with teaching certificates or not and how much misconceptions are experienced and the misconceptions occurred. This study employs descriptive quantitative by involving 17 certified elementary school teachers who are classroom teachers teaching several subjects in elementary schools including science subjects. Data collection was done by conducting a four tier misconception diagnosis test and the result was analyzed using by referring to four tier test concept developed by various researchers. The findings indicated that primary school teachers possessing teaching certificates exhibited science misconceptions at a rate of 22%, placing them in the low category of scientific understanding at 66%. Despite the relatively low occurrence of misconceptions, it is advisable for certified primary school teachers to further enhance their grasp of the concepts they impart to prevent any potential hindrance to the learning process
Self-Reliance Profile of Primary Students in West Java Indonesia
Full text linkThis study aims to describe the profile of primary students' self-reliance in West Java Indonesia. This initial study is needed in order to provide a portrait of the primary student self-reliance, especially students’ independent living skills. This will be very useful for each student to be ready to face their future life. A survey is used to get the data needed. There were 366 teachers represented from 20 counties and 10 cities in West Java. They teach 92,1% at public schools 7,9% at private schools. By using Winstep for Windows and reliability 0,96 by the Rasch Model, the Mean Person Measure value of 0.27 logit shows the tendency of respondents who answer more to agree with statements. The tendency for student self-reliance is in the moderate category, which means students are able to 1) identify, explore, and analyze problems, 2) take the initiative to be self-reliant, and 3) be relied on by others. Therefore, the recommendation is to develop a micro curriculum model to support students’ self-reliance on finishing tasks or solving problems in independent living skills besides supporting those three self-reliance competence aspects at the primary school level in West Jav
Reflection of Indonesian Educators on the Implementation of the Merdeka Curriculum
Full text linkDriven by a commitment to address challenges associated with the Merdeka Curriculum's implementation in Indonesia, this paper explores reflections and experiences of Indonesian educators. The researchers' anxiety, stemming from the need for effective application, underscores the study's motivation to enhance the educational experience for educators and students alike. Conducted through qualitative questionnaires and semi-structured interviews with fifteen participants, the research focuses on three reflective dimensions (in, on, and for) employing an exploratory case study design. In reflection-in-action, educators emphasize a shift towards student-centered learning, promoting active involvement, critical thinking, and self-directed learning. Reflection-on-action reveals educators perceiving the curriculum as highly interactive, but they acknowledged the need for patience and time in implementing significant changes, considering varying levels of receptivity among teaching staff. Reflection-for-action demonstrates educators actively evaluating the Merdeka Curriculum, employing strategies like fostering relationships and leveraging social media for knowledge sharing. Overall, the study highlighted the potential of the Merdeka Curriculum to enhance the overall quality of schools and contribute to the academic success of Indonesian students. The findings offer valuable insights for policymakers, curriculum developers, and educational practitioners seeking to refine the implementation process and enhance professional development programs. Ultimately, this research contributes to the ongoing efforts to empower educators and students and improve the effectiveness of education in Indonesia
Character Education for Elementary School Students: A Process of Internalizing Religious Values through Nadoman in Sumedang Regency
Full text linkThis study delves into the nadoman tradition prevalent among the Sundanese people of Sumedang district, focusing on how religiosity is transmitted among elementary school children through nadoman as a medium for character education rooted in local wisdom. Sumedang district was chosen due to its declaration as the center of Sundanese culture under the “Sumedang as the Sundanese Cultural Center” government program. Utilizing an ethnographic design, the study involved 3 teachers and 30 elementary school students in the North Sumedang sub-district, Sumedang Regency-West Java. The study identified five significant themes: nadoman as an expression of appreciation for government policies, nadoman as an educational tradition for Sundanese Muslim children, nadoman as local wisdom, nadoman as a means for internalizing values, and the embodiment of students’ religious character through the nadoman tradition. Ultimately, the study concludes that the nadoman tradition plays a vital role in fostering and fortifying the religious character of children involved, contributing to the development of a character education program rooted in local wisdom within formal education institutions
The Effect of Teacher's Professional Competence on Teacher Creativity in Elementary School
Full text linkThis study aims to determine and examine empirical data related to the influence of teacher professional competence on teacher creativity in elementary schools. This research is a correlational study with sample confidence of 90% or an error rate of 10%, the number of samples obtained was 24 people. Data was taken using 2 methods, namely questionnaires and documentation. Testing the instrument validation with expert judgment and then testing the validity and reliability using the Cronbach Alpha formula. The data analysis technique uses simple correlation analysis (product-moment). Test requirements analysis consists of normality test and linearity test. This study's results indicate a positive and significant influence between Teacher Professional Competence and Teacher Creativity, with the correlation of the independent variable with the dependent variable being 1.01 at a significance level of 10%. This means that every unit increase in the teacher's professional competence score will simultaneously affect the increase in the teacher's creativity score
Life Study Lessons in The Process of Distance Education: A Case Study on The Opinions of Primary School Students
Full text linkThis study aims to get the opinions of primary school 2nd and 3rd-grade students about the life studies lessons taught with distance education in the 2020-2021 academic year. For this purpose, open-ended questionnaires, document reviews, and interviews were used as data collection tools in the study, which was designed with a case study, one of the qualitative research designs. The study was continued with the students selected by criterion sampling from the 2nd and 3rd-grade students attending a public school on the European side of Istanbul. Content analysis was used in the analysis of the data. it has been determined that primary school students prefer to teach life studies at school rather than distance education. In addition, it was found that one of the common reasons for students who like or dislike distance education is "seeing their teachers and friends". However, the students stated that they learned the life studies lesson better at school, the lessons were more fun, and they could hear the teacher's voice better at school. It can be stated that primary school students prefer to teach the life studies course at school, and they think that the life studies course taught with distance education can be enriched by being taught in more active and different methods and places in out-of-school environments. In this study, the findings obtained from the views and drawings of the total students teaching the life studies course in the 2nd and 3rd grade level with distance education are limited. students want the distance life studies course to be taught in an active, comfortable environment and with alternative learning methods and techniques rather than classical methods
What Do Basic Education Teachers Participating in Creative Drama Instructor/Leadership Program Think About Creative Drama Method?
Full text linkThe main purpose of this research is to reveal how basic education teachers who educate students who are the subjects of the educational system participating in the Private Creative Drama Instructor/Leadership program make sense of the creative drama method and their experiences with this process. Data were collected through interviews and participant diaries. The interviews were made face to face with the teachers in a private room and were recorded with a voice recorder. The collected data were analyzed by inductive content analysis. Participants emphasized the strengths of using creative drama as a method at the end of the course. As a result of the interview, teachers stated that drama education and applications contribute to skills such as language, decision-making and expression skills and have a positive effect on personal development. It can be said that the data obtained in the interview and the data obtained in the participant diaries are consistent and support each other. In addition, the harmony of the group and the members of the group getting to know each other is very important in drama practice, but it is recommended that teachers and researchers who will practice drama should make the place where the practice will be held convenient and appropriate
The Implementation of Ecoliteracy as a Learning Resource to Improve Environmental Care Attitudes in Elementary Schools
Full text linkEcoliteracy refers to learning outside the classroom by utilizing the surrounding environment as a learning resource. This study aimed to determine the steps for implementing ecoliteracy with nature as a learning resource in improving environmental care attitudes in elementary schools. This study employed classroom action research, involving 20 fourth-grade students as participants. This study was divided into two cycles, each of which comprised four stages. The instruments used in the study were the student's environmental care attitude observation sheet and environmental care attitude sheet, and the teacher's activity sheet. The findings revealed that the caring attitude towards the environment reached an average of 61%; 14 students (70%) were in the caring category and six students (30%) in the very caring category. The learning outcomes of Cycle 1 were four students (20%) who passed and 16 students (80%) who failed. The attitude of caring for the environment in the Cycle 2 increased following the implementation of ecoliteracy learning steps, as indicated by the questionnaire results that one student (5%) was in the caring category, and 19 students (90%) in the very caring category. Meanwhile, the learning outcomes obtained in the Cycle 2 were 15 students (75%) in the complete category and five students (15%) in the incomplete category
The Role of Transformational Leadership on Organizational Citizenship Behavior of Elementary School Teachers in Bekasi Regency
Full text linkIn reality, Organization Citizenship Behavior in an institution is not as expected. However, the contrary occurred at the Integrated Islamic Elementary School in Bekasi Regency that teachers and staff have a spectrum of abilities and the potential to advance the institution. This research identified and analyzed (1) the role of the principal in improving teachers behavior through transformational leadership, and (2) the inhibiting and supporting factors in improving good teachers behavior and attitudes at the Integrated Islamic Elementary School in Bekasi Regency, Indonesia. The research used a qualitative method with a phenomenological approach. The principal, representatives, and teachers were informants to obtain the necessary data. The findings showed that the implemented Organizational Citizenship Behavior embodied sincerity, mutual help, brotherhood, and seriousness. However, it still needed improvement to achieve maximum teachers performance in carrying out the task of educating, guiding, training, and directing the students. One of the obstacles in implementing transformational leadership was that several teachers underestimated this program. This research has an implication that Organizational Citizenship Behavior in an institution can be realized if a leader implements a transformational leadership system
Implementation of IPAS with an Inquiry Learning Model in Grade 4 Primary School
Full text linkIPAS (Ilmu Pengetahuan Alam dan Sosial/Natural and Social Sciences) constitutes essential subjects in the implementation of the Merdeka Curriculum in primary schools. The primary goal of integrating IPAS is to enable students to effectively manage their natural and social environment as a whole. In light of this objective, the researcher recognized the necessity of conducting this research. The research employs a qualitative approach with a case study method conducted at one of the elementary schools in Sukoharjo District, Central Java. The respondents in this research include the school principal, fourth-grade teachers, first-grade teachers, and fourth-grade students. Data collection was carried out through interviews, observation, and documentation, followed by technical triangulation to validate the field findings. Based on the results obtained from the implementation of IPAS learning using the inquiry learning model, it is established that natural and social sciences were taught separately in the first and second semesters. The results of research conducted in the second semester reveal that IPAS learning activities on social science material have been implemented effectively in terms of planning, execution, and evaluation, with a focus on adhering to the syntax of the inquiry learning model. Obstacles to IPAS learning include educators’ lack of readiness for curriculum changes, limited training and information regarding the curriculum, a lack of skill in using technology, and classroom conditions that are not conducive. Efforts made include increasing the competence of educators through teacher working group forums, participating in training, and managing classes to ensure conducive learning activities. This research is expected to serve as a valuable reference for studying the implementation of IPAS with the inquiry learning model in the Merdeka Curriculum