Training on integrated science learning for science teachers in Nekamese District

Authors

  • Kadek Ayu Astiti Universitas Nusa Cendana, Penfui, Kupang
  • Andam Surianty Universitas Nusa Cendana, Penfui, Kupang

DOI:

https://doi.org/10.12928/jpm.v5i2.2967

Keywords:

Integrated science learning , PKM activities, Teacher competence, The 2013 curriculum, Holistic education

Abstract

PKM activities are carried out in partner schools in the form of training for Mathematics and Natural Sciences teachers to overcome the problems they are facing. Some of the obstacles that are being faced are that science teachers still have difficulty applying integrated science learning according to the demands of the 2013 curriculum. The targets to be achieved in the implementation of this PKM program include increasing the professional competence of teachers in implementing integrated science learning. Activities are designed in several stages, namely 1) coordinating with partner schools for implementation time, 2) providing material related to integrated science learning, 3) Mentoring for Natural Sciences teachers in designing integrated science material and 4) program evaluation. This activity was not only attended by Natural Sciences teachers in partner schools but several Natural Sciences teachers in schools around partner schools were also joined. Participants in the activity were Natural Sciences teachers from SMP N 1 Nekamese, SMP N 2 Nekamese, SMP N 4 Nekamese, and SMP N 5 Nekamese. The participants were quite enthusiastic in participating in this activity, seen from the enthusiasm for joining the activity and dynamic discussions

References

A. Wulandari, “Implementation of the 2013 Curriculum Based on a Scientific Approach (Case Study at SD Cluster II Kintamani),” Int. J. Elem. Educ., vol. 4, no. 3, p. 422, Sep. 2020, doi: 10.23887/ijee.v4i3.28172.

V. Herlily, A. Anhar, Y. Ahda, and R. Sumarmin, “Application of Learning Model Learning Guided Discovery with Scientific Approach to Enhance Learning Competency Science Seventh Grade Students,” Int. J. Progress. Sci. Technol., vol. 6, no. 2, pp. 499–505, 2018, doi: http://dx.doi.org/10.52155/ijpsat.v6.2.274.

E. Istiawan, Y. U. Anggraito, and S. M. E. Susilowati, “The impact of the implementation of the 2013 curriculum on laboratory management in Wonosobo High School,” J. Innov. Sci. Educ., vol. 8, no. 2, pp. 123–127, 2019, doi: 10.15294/jise.v0i0.24683.

A. E. Lawson, D. L. Banks, and M. Logvin, “Self‐efficacy, reasoning ability, and achievement in college biology,” J. Res. Sci. Teach. Off. J. Natl. Assoc. Res. Sci. Teach., vol. 44, no. 5, pp. 706–724, 2007.

S. A. Kasuma, R. Ratnawulan, and G. Gusnedi, “Needs analysis of teachers and students in the development of integrated science students books for curriculum 2013 integrated with 21st century learning process: case study in SMPN 1 solok,” in Journal of Physics: Conference Series, 2019, vol. 1317, no. 1, p. 12168.

C. R. Prihantoro, “The perspective of curriculum in Indonesia on environmental education,” Int. J. Res. Stud. Educ., vol. 4, no. 1, pp. 77–83, 2015.

S. Rahmiwati, “The Implementation of Integrated Natural Science Textbook of Junior High School be Charged on Character-based Shared Models to Improve the Competence of Learners’ Knowledge,” in IOP Conference Series: Materials Science and Engineering, 2018, vol. 335, no. 1, p. 12076.

A. Bagnis, A. Celeghin, C. O. Mosso, and M. Tamietto, “Toward an integrative science of social vision in intergroup bias,” Neurosci. Biobehav. Rev., vol. 102, pp. 318–326, 2019, doi: https://doi.org/10.1016/j.neubiorev.2019.04.020.

I. Setyowidodo, D. Yulianto, and Y. S. Pramesti, “Project based peer interaction to improve creativity and collaborative attitude of student: a mini review,” in International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia, 2020, vol. 5, pp. 99–102.

E. Munastiwi, “The management model of vocational education quality assurance using ‘holistic skills education (Holsked),’” Procedia-Social Behav. Sci., vol. 204, pp. 218–230, 2015, doi: https://doi.org/10.1016/j.sbspro.2015.08.144.

D. Hodson, “In search of a meaningful relationship: an exploration of some issues relating to integration in science and science education,” Int. J. Sci. Educ., vol. 14, no. 5, pp. 541–562, 1992.

D. Hodson, “Time for action: Science education for an alternative future,” Int. J. Sci. Educ., vol. 25, no. 6, pp. 645–670, 2003.

R. M. Arif and R. L. Agustina, “Developing a Connected Model of Integrated Science Material to Improve Students’ Science Process Skill,” 2017.

P. E. Harrell, “Teaching an integrated science curriculum: Linking teacher knowledge and teaching assignments.,” Issues Teach. Educ., vol. 19, no. 1, pp. 145–165, 2010.

A. A. Agoro and M. K. Akinsola, “Effectiveness Of Reflective-Reciprocal Teaching On Pre-Service Teachers’ Achievement And Science Process Skills In Integrated Science,” Int. J. Educ. Res., vol. 1, no. 8, pp. 1–20, 2013.

G. E. Morales-Martinez, J. Trejo-Quintana, D. J. Charles-Cavazos, Y. N. Mezquita-Hoyos, and M. Sanchez-Monroy, “Chronometric constructive cognitive learning evaluation model: Measuring the construction of the human cognition schema of psychology students,” Int. J. Learn. Teach. Educ. Res., vol. 20, no. 2, pp. 1–21, 2021.

I. Junina and A. Halim, “The effect of discovery learning-based worksheet on students’ metacognition skill and learning outcomes,” in Journal of Physics: Conference Series, 2020, vol. 1460, no. 1, p. 12100.

Downloads

Published

2022-01-05

Issue

Vol. 5 No. 2 (2021)

Section

Articles

License

Copyright (c) 2022 Kadek Ayu Astiti

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat agree to the following terms:

  1. Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.