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. Haryanto
Teknologi Pembelajaran, Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Teachers’ knowledge and implementation of inquiry-based-learning in elementary science education: a phenomenological study in indonesia Nurhairani Nurhairani; Suyanta Suyanta; Haryanto Haryanto
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 1 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.1.226-244

Abstract

Science education in Indonesian elementary schools currently faces significant challenges in fostering students' critical and scientific thinking skills and positioning them as active learning subjects. A key contributing factor is teachers' insufficient knowledge regarding the effective implementation of Inquiry-Based Learning (IBL), which consequently diminishes student engagement. This phenomenological study, utilising a qualitative approach, investigates elementary school teachers' understanding of IBL and analyses its practical application in science classrooms. Data were gathered through open-ended questionnaires, interviews, and literature review, involving 74 in-service teachers distributed across Indonesia's Western, Central, and Eastern regions. The findings reveal significant conceptual gaps among teachers. Particularly, teachers demonstrated a limited and often inaccurate understanding of IBL's core principles, indicating prevalent misconceptions. This knowledge deficit critically hinders the effective implementation of IBL in science instruction. Furthermore, the study identified pronounced disparities in IBL knowledge between teachers in the Western, Central, and Eastern regions, highlighting distinct regional inequities. The study emphatically concludes that the systemic integration of IBL into elementary science education is imperative. Achieving this necessitates targeted professional development programs specifically designed to address the identified knowledge gaps and regional disparities among teachers.
Co-Authors Abdul Kadir Agustian Ramadana Putera Ainun Mahfuzah Albi Anggito Ali Muhtadi Ali Mustadi Apri Damai Sagita Krissandi Apri Yuliana Arfianto Wisnugroho Ari Kusmiatun Ashar Pajarungi Anar Astri Widyasari Atikah Mumpuni Baskara Qazuaini Karim Bruri Moch. Triyono Christina Ismaniati Dewi Rakhmawati Donald Jupply Duden Saepuzaman, Duden Edi Istiyono Eko Swi Damarwan Ela Suryani Endang Priyanti Eny Yulia Susanti Febrialismanto Febrialismanto Francisca Lisa Andriyani Fuaddilah Ali Sofyan Guldana A. Begimbetova Gulzhaina K. Kassymova Haryanto dan Edi Purwanta Suparno Haryanto dan Edi Purwanta Suparno Hasan Djidu Heri Retnawati Imam Rofiki Indri Anugrahaeni Irfan Wahyu Prananto Iyoh Maspiroh Izza Alfina Cahyani Jamiu Temitope Sulaimon Kamaruddin Kamaruddin Karimatus Saidah Komariah Komariah La Tara Laila Fatmawati Linda Feni Haryati Mei Latipah Muhammad Nur Wangid Murdiono Murdiono Nelly Rhosyida Nita Pratiwi Nola Sanda Rekysika Novi Trilisiana Nurhairani Nurhairani Octavian Muning Sayekti Pujiriyanto . Purwoko Haryadi Santoso Ragil Dian Purnama Putri Rama Faiz Pangestu Ratna Hidayah Raysyah Putri Sitanggang Reni Setyaningsih Rosita Ningsih Santi Ratna Dewi Sekar Purbarini Kawuryan Siti Amanah Slamet Suyanto Solly Aryza St. Kartono Suwarjo, Suwarjo Suyanta Suyanta Trisniawati Umar Umar Vera Yuli Erviana Wahyu Kurniawati Wahyu Purwaningsih Wawan Priyanto Wilda Yumna Safitri Windi Widyastuti Woro Tri Hastuti Wuri Wuryandani Wury Wuryandani Yunianti Risma Imaroh Yunita Miftahul Jannah Yustiandi - Yustiandi Yustiandi Yustiandi Yustiandi Zuhdan Kun