Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal PEDAGOGIC: Indonesian Journal of Science Education and Technology
Sapene, Fransiska Imelsa
Unknown Affiliation
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Persepsi Guru Kelas Terhadap Peran Bahan Ajar di SDN 28 Pontianak Utara Sapene, Fransiska Imelsa; Setyowati, Dessy; Suriyana
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 5 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i5.7478

Abstract

Teaching materials serve not only as a source of content but also as a guide for teachers in planning instruction tailored to students' needs; therefore, it is important to examine teachers' perceptions regarding the role of teaching materials. This study aims to describe teachers' perceptions of the role of teaching materials as a guide for lesson planning at SDN 28 Pontianak Utara. The study employed a quantitative approach using a descriptive method. The research subjects consisted of six teachers from grades I through VI. Data were collected via a questionnaire based on five indicators regarding the role of teaching materials: analysis of student needs and characteristics; formulation of learning objectives; development of content and learning experiences; development of media and learning resources; and development of learning assessments. The data were analyzed descriptively by calculating the mean, standard deviation, percentage, and perception categories. The results indicate that teachers' perceptions regarding the role of teaching materials fall into the "very high" category, with a mean of 3.73, a standard deviation of 0.44, and a percentage of 93.33%. The highest percentages were observed in the indicators for the analysis of student needs and characteristics, the development of content and learning experiences, and the development of learning assessments, each at 95.83%. These findings demonstrate that teaching materials are perceived to play a significant role in supporting systematic and focused lesson planning.
Co-Authors Setyowati, Dessy Suriyana