Article Per Year (5 Year)
p-Index From 2021 - 2026
2.986
P-Index
This Author published in this journals
All Journal Bioeducation Journal Jurnal Pendidikan Matematika dan IPA Jurnal Pengajaran MIPA EDUSAINS Jurnal Pendidikan IPA Indonesia JPS Unimus Scholaria: Jurnal Pendidikan dan Kebudayaan SPEKTRA: Jurnal Kajian Pendidikan Sains Jurnal SOLMA LENSA (Lentera Sains): Jurnal Pendidikan IPA International Journal of Pedagogy and Teacher Education AGRITEKNO, Jurnal Teknologi Pertanian TEKNOLOGI PANGAN : Media Informasi dan Komunikasi Ilmiah Teknologi Pertanian Jurnal Pembelajaran Inovatif Jurnal Pembelajaran Biologi : Kajian Biologi dan Pembelajarannya JURNAL BIOEDUCATION Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Natural Science: Jurnal Penelitian Bidang IPA dan Pendidikan IPA
Marisa Christina Tapilouw
Universitas Kristen Satya Wacana
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 22 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search
Journal : Jurnal Pengajaran MIPA

 1 
TRANSFORMING TRAINING INTO PRACTICE: TEACHER PROFESSIONAL DEVELOPMENT PARTICIPANTS’ CLASSROOM PRACTICE IN APPLYING THEMATIC LEARNING FOR TEACHING ENVIRONMENTAL ISSUES Marisa Christina Tapilouw; Harry Firman; Sri Redjeki; Didi Teguh Chandra
Jurnal Pengajaran MIPA Vol 24, No 1 (2019): JPMIPA: Volume 24, Issue 1, 2019
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v24i1.17073

Abstract

Teacher Professional development or TPD is a program that develops teachers’ competency to teach. This study observed how teachers who previously completed the TPD program applied thematic learning for teaching environmental issues. Classroom practice of five junior high school teachers who recently completed 32 hours of TPD was observed. Classroom observation suggested that classroom activity was varied. Their decision in designing their lesson brings about a difference in their students’ ability to understand and communicate current environmental issues. All teachers use a problem-based learning approach, which they believe to be challenging to implement before participating in TPD.
Co-Authors Akollo, Solagratia Andika Widiyana Anggraini, Pradita Putri Arum, Vita Kartika Chandra, Didi Teguh D. T. Chandra, D. T. Demi Yusup Desy Fajar Priyayi Djohan Djohan Ega Meilenia Putri Pamungkas Ellent, Sifera S C Gregory Yehezkiel Marhaendra H. Firman Harry Firman Hartadji, Ezer Widhi Hartaji, Ezer Widhi Jonathan Wahyu Triswidiyanto Junirianto, Fransiskus Keliat, Natalia Rosa Lusiawati Dewi Margaretha, Nova Nabila Nabila Natalia Rosa Keliat Risya Pramana Situmorang Ruswita Prawida Lestari S. Redjeki Sri Redjeki Sucahyo Sucahyo Trisianna, Jessica Ayu Zega, Yakin Teguh