Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal International Journal of Ethnoscience and Technology in Education Journal of Research in Education and Pedagogy
Bahtiar Bahtiar
Department of Physics Education, Universitas Islam Negeri Mataram, Mataram, Indonesia
Education Social Sciences Other

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The Influence of Science Laboratory Management on Increasing Manager Performance at SMA IT Yarsi Mataram Hendy Aldian; Dwi Wahyudiati; Bahtiar Bahtiar; Salman Alfarisi
Journal of Research in Education and Pedagogy Vol. 2 No. 3 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i3.75

Abstract

The aims of this research include exploring the influence of laboratory management on the performance of managers (laboratories) at SMA IT Yarsi Mataram. This research uses a quantitative approach with a correlational type of research. The research method uses statistical research methods with an analytical design. The data collection technique uses observation, which consists of 1 independent variable, namely laboratory management, and 2 dependent variables, namely manager performance and science process skills. There are 2 instruments used, namely a questionnaire instrument for manager performance variables, and an assessment sheet for science process skills. The total population is 78 people, and the sample is 30 people. The research results show that, among other things, there is no influence of laboratory management on manager performance; this can be seen from the significance value obtained from the ANOVA test, namely 0.221, which is greater than the 5% significance level, namely 0.05. This means that the differences or variations in laboratory management are not strong enough to influence changes in manager performance. This could be caused by other factors outside of laboratory management that are more dominant in influencing performance, such as leadership style, organizational culture, work motivation, or the performance appraisal system used. The implication of this study is the importance of the laboratory as a place to develop students’ science skills practically. So, to provide maximum implementation, laboratory management is needed with laboratory assistants who have good performance, so that the final results in science learning can achieve the intended goals.
How Science Teachers Translate Indigenous Knowledge into Classroom Science: A Qualitative Study in Lombok, Indonesia Bahtiar Bahtiar; Zulkarnaen Zulkarnaen; Ibrahim Ibrahim; Wirawan Fadli; Hisbulloh Als Mustofa
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 2 (2026): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i2.22482

Abstract

This study investigated how science teachers in Lombok, Indonesia, translate Indigenous knowledge from community contexts into classroom science. A qualitative multiple-case design involved 15 science teachers from West, Central, and East Lombok. Data were generated through semi-structured interviews, 26 instructional documents, classroom observations of seven selected teachers, and researcher field memos. Iterative coding, within-case analysis, cross-case comparison, and triangulation were used to analyze the data. The findings revealed six interconnected translation processes: accessing, selecting, interpreting, negotiating, transforming, and representing Indigenous knowledge. Three epistemic positions emerged: contextual bridging, epistemic restraint, and scientific privileging. Pedagogical translation varied from deep to limited or illustrative forms, with one discrepant case. Importantly, epistemic positioning and pedagogical depth were related but distinct dimensions of teacher practice. Classroom enactment generally progressed from familiar local experiences to inquiry or analysis, scientific interpretation, and epistemic comparison. These findings conceptualize Indigenous knowledge integration as a recursive, teacher-mediated translation process and provide an empirical framework for examining culturally responsive and epistemically attentive science teaching.
Co-Authors Dwi Wahyudiati Hendy Aldian Hisbulloh Als Mustofa Ibrahim Ibrahim Salman Alfarisi Wirawan Fadli Zulkarnaen Zulkarnaen