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All Journal Jurnal Elementaria Edukasia Al Ibtida: Jurnal Pendidikan Guru MI
Fransiska Astri Kusumastuti
Universitas Pendidikan Indonesia
Education Other

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Understanding Teachers’ Perceptions and Challenges in Fostering Scientific Attitudes in Elementary Science Education Fransiska Astri Kusumastuti; Ari Widodo; Ernawulan Syaodih; Muslim
Jurnal Elementaria Edukasia Vol. 9 No. 2 (2026): JUNI
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v9i2.18034

Abstract

Scientific attitude is an important component of science learning as it shapes how students think, evaluate evidence, and respond to phenomena. However, in elementary classrooms, its development often receives less attention than knowledge and skills. This study aims to explore teachers’ perceptions and practices in constructing students’ scientific attitudes in elementary science learning. A descriptive survey design is used involving 59 elementary school teachers from several cities in Java, Indonesia. Data are collected through an online questionnaire consisting of closed and open-ended questions, and analyzed using descriptive statistics and thematic identification. The results show that most teachers have a general understanding of scientific attitude, but it remains limited and is mainly associated with curiosity. Teaching practices are dominated by questioning and discussion, while the use of inquiry-based activities is still low. In addition, teachers tend to assess scientific attitude based on students’ activeness rather than using structured indicators. Teachers also report challenges related to students’ low engagement and limited instructional time. This study concludes that there is a gap between teachers’ understanding and their classroom practices in developing scientific attitude, indicating the need for more structured instructional and assessment approaches in elementary science learning.
Examining Self-Regulated Learning as a Dynamic Network in Inquiry-Based Elementary Science Education Fransiska Astri Kusumastuti; Ari Widodo; Ernawulan Syaodih; Muslim
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 13 No. 1 (2026): June 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v13i1.24037

Abstract

Background: Self-regulated learning is a key determinant of successful inquiry-based science learning, yet little is known about how elementary students' regulatory behaviors interact dynamically throughout the inquiry process. Aims: This study examines self-regulated learning as a dynamic network of regulatory behaviors within inquiry-based elementary science education and evaluates changes in students' regulatory ability after instruction. Methods: An embedded mixed-methods design was employed during a six-week intervention involving 207 elementary students from three public schools in Bandung, Indonesia. Qualitative data from inquiry worksheets were transformed into network data to map self-regulated learning behaviors across five inquiry stages, while pretest–posttest self-regulated learning questionnaire data were analyzed using the Wilcoxon signed-rank test. Results: The results indicate that self-regulated learning operates as a dynamic and interconnected network. The self-regulated learning network consisted of 20 nodes and 29 directed edges, with a directed density of 0.076, modularity of 0.662, and directed clustering coefficient of 0.283. Forethought behaviors in the goal-setting stage showed strong weighted connectivity, while monitoring and reflection behaviors in the data-analysis stage acted as regulatory bridges. Wilcoxon signed-rank analysis showed a significant increase in self-regulated learning scores from pretest (M = 3.13, Mdn = 3.08, IQR = 0.37) to posttest (M = 3.32, Mdn = 3.24, IQR = 0.59), Z = -6.72, p < .001, r = .47. However, the N-gain value of 0.23 indicates low normalized improvement. Conclusion: These findings suggest that inquiry-based science learning contributes to measurable improvements in elementary students' self-regulated learning. However, the relatively low learning gain indicates that sustained and explicit scaffolding is necessary to strengthen self-regulatory processes throughout inquiry activities.
Co-Authors Ari Widodo Ari Widodo Ernawulan Syaodih Ernawulan Syaodih Muslim Muslim