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All Journal Cakrawala Pendidikan Jurnal Teknologi Pendidikan International Conference on Education and Language (ICEL) Al Ibtida: Jurnal Pendidikan Guru MI Edumatsains Unnes Science Education Journal EDUHUMANIORA: Jurnal Pendidikan Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Matematika Sains dan Teknologi ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal Pendidikan Terbuka Dan Jarak Jauh Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Jurnal Basicedu Jurnal Ilmiah Sekolah Dasar Journal of Education, Humaniora and Social Sciences (JEHSS) EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Dedikasi Pendidikan Maarif Jurnal Pendidikan dan Kebudayaan Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Pengabdian UNDIKMA Renjana Pendidikan Dasar SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Jurnal Kependidikan Islam Journal of Digital Learning and Distance Education Jurnal Basicedu Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Pendidikan Matematika EduInovasi: Journal of Basic Educational Studies Jurnal Pendidikan IPA Indonesia
Ucu Rahayu
Universitas Terbuka
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Teaching and Learning International Survey (TALIS) 2018: A Descriptive Analysis of Teacher Professional Development (TPD) in Indonesia Suhandoko, Astri Dwi Jayanti; Rahayu, Ucu; Aisyah, Siti; Andayani, Andayani; Mikaresti, Pamela
Jurnal Kependidikan Islam Vol. 14 No. 2 (2024): Agustus
Publisher : Program Studi Manajemen Pendidikan Islam UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jkpi.2024.14.2.142-159

Abstract

The Teacher Professional Development (TPD) program is a crucial strategy for enhancing teachers' knowledge and skills. The program includes activities that go beyond introducing instructional methods in the classroom and focus on improving teachers' abilities to communicate and collaborate with their peers, community of teachers, leaders, and school partners. There is a scarcity of research presenting TPD data from teacher representatives throughout Indonesia, particularly those using the 2018 TALIS questionnaire developed by the OECD. This mixed-method study collected TPD data from a survey of 410 elementary school teachers in Indonesia and interview data through the FGD method from 53 respondents, including teachers, principals, parent committees, and education offices from several cities in Indonesia. The study's results indicate that TPD programs in Indonesia require improvement and equal implementation both teachers in urban and suburban/rural area. The programs primarily focus on enhancing knowledge, instructional and institutional skills, including organic relationships with peers and school partners. Descriptive data analysis reveals that TPD programs should encourage cooperation and collaboration among teachers at local, national, and international levels. Recommendations for future research should analyze the effect of the TPD program integrated with the Merdeka Curriculum on teachers' committees. This will provide valuable insights into the effectiveness of the program.
Elementary School Teachers' Understanding of Inquiry Skills and Scientific Attitude Anam, Rif'at Shafwatul; Rahayu, Ucu; Sekarwinahyu, Mestika; Sapriati, Amalis
Al Ibtida: Jurnal Pendidikan Guru MI Vol 10, No 2 (2023): October 2023
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v10i2.12844

Abstract

AbstractThis study aims to assess elementary school teachers' inquiry skills and scientific attitudes related to science. The instrument used in this study evaluates four groups of skills: conceptualizing and planning design, implementation, analysis, interpretation, and communication. Additionally, it assesses six categories of scientific attitudes: the nature of science, the basis of science, characteristics of scientists, goals of science, benefits of science, and responses regarding scientists. This research instrument underwent validation by two experts in the field of science. Validation results using Kendall's Tau calculations showed a value of 0.853 for the inquiry ability instrument and 0.807 for scientific attitude, and both falling into the ‘very high’ category. The study involved 49 elementary school teachers. Findings revealed that teachers' inquiry skills were categorized as 'weak', indicated by an average percentage below 50% in each skill group. Regarding scientific attitude, respondents' responses varied significantly between positive and negative statements, despite similarities found in two categories: 'basic science' and 'purpose of science'. This study highlights the necessity to consider the the learning process science, particularly emphasizing the development of inquiry skills and fostering positive scientific attitudes, from elementary school through university education.Keywords: inquiry skills, scientific attitudes, elementary teacher.                                                             AbstrakPenelitian ini bertujuan untuk mengetahui bagaimana keterampilan inkuiri guru baik dari sisi proses maupun sikap ilmiah terkait dengan sains. Proses yang diujikan dalam instrument ini terdiri dari empat kelompok keterampilan: mengkonsepsi dan merencanakan desain, implementasi, analisis dan interpretasi, serta mengkomunikasikan. Pada sikap ilmiah terdiri dari enam kategori yaitu: sifat dari ilmu sains, dasar ilmu sains, hal yang dimiliki ilmuan, tujuan ilmu sains, manfaat ilmu sains, dan tanggapan mengenai ilmuan sains. Instrumen penelitian ini telah dilakukan validasi pada dua orang doktor pada bidang sains. Berdasarkan hasil validasi menggunakan perhitungan Kendall’s Tau memiliki nilai sebesar 0,853 untuk instrument kemampuan inquiry dan nilai sebesar 0,807 untuk sikap ilmiah serta keduanya termasuk ke dalam kategori sangat tinggi. Responden dalam peneitian ini terdiri dari 49 orang guru sekolah dasar yang didapatkan bahwa keterampilan inkuiri berada pada kategori “lemah” hal ini ditunjukkan dengan persentase rata-rata responden pada setiap kelompok dibawah 50%. Sedangkan pada sikap ilmiah didapatkan bahwa respon responded terhadap pernyataan sikap ilmiah antara pernyataan positif dan negatif cukup berbeda walaupun ada dua kategori sikap ilmiah yang sama responnya. Dua kategori itu adalah pada “dasar ilmu sains” dan “tujuan dari sains”. Studi ini menunjukkan bahwa proses pembelajaran sains dari SD sampai dengan perguruan tinggi perlu untuk diperhatikan terutama hal yang berkaitan dengan keterampilan inkuiri dan sikap ilmiah.Kata kunci: kemampuan inkuiri, sikap ilmiah, guru sekolah dasar
TINJAUAN SISTEMATIS: INTEGRASI DISCOVERY LEARNING DAN VIRTUAL REALITY UNTUK MENGEMBANGKAN BERPIKIR KRITIS DALAM PEMBELAJARAN IPA DI SEKOLAH DASAR Sumiyaty, Sarry; Rahayu, Ucu; Lestari, Ika
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.32501

Abstract

The rapid development of digital technology has created new opportunities for science learning in primary schools, particularly in fostering students’ critical thinking skills. However, science education at the elementary level is still often dominated by conventional methods that emphasize rote memorization, leaving students with limited opportunities to develop analytical and reflective abilities. This study aims to examine the potential of integrating the Discovery Learning (DL) model with Virtual Reality (VR) technology to enhance critical thinking skills in science learning. The methodology employed is a literature review involving a systematic analysis of articles, research reports, and academic publications related to DL, VR, and science education. The review focuses on identifying contributions, advantages, and limitations of applying VR within the context of primary education. Findings indicate that the integration of DL with VR has the potential to provide immersive, interactive, and contextual learning experiences, encouraging students to observe, ask questions, and evaluate information critically. While VR enables the tangible exploration of abstract scientific concepts, DL facilitates inquiry and independent discovery processes. Nevertheless, its implementation faces challenges such as limited infrastructure, the need for teacher training, and the relatively high cost of technological devices. Overall, this review highlights that the use of VR within a DL framework can serve as an innovative strategy to strengthen students’ critical thinking skills. Recommendations are directed at teachers to begin exploring technological integration, policymakers to support the provision of facilities, and researchers to further investigate its effectiveness through empirical studies in primary school settings
Co-Authors Abd Karim, Rafidah Ai Herlina Amalia Sapriati Amril Latief Anam, Rif'at Shafwatul Anam, Rifat Shafwatul Andayani Andayani Anna Ratnaningsih, Anna Ardiyanto, Eka Yudha Ari Widodo Ayi Darmana, Ayi Brillianing Pratiwi Chairia Ulfa Siagian Danang Budi Setyawan Deni Kurniawan Dola Suciana Dony Darma Sagita Efendi Napitupulu Elfiana Lubis Fanandri Diyaulhaq Farrina Veranicha Fitra Jaya Gusti Nurdin Gusti Nurdin I Made Sulandra Ika Lestari, Ika Ika Yuniarti Jaya, Fitra Kismiati, Dyah Aniza Latief, Amril Leonard R. Hutasoit Maman Rumanta Masyhud, M. Sulthon Memet CASMAT Mery Novianti Mery Noviyanti Mestika Sekarwinahyu Mikaresti, Pamela Murnaria Manalu Musnar Indra Daulay Mutiara Magta Nanik Kurnia Sugiarti Nunuk Suryani Pera Andriana Ritonga, Megawati Rokayah Rony Marsyal Kunda Sandra Sukmaning Aji Sapriati, Amalis Sarmini Sarmini Sekarwinahyu, Mestika Selanno, Frenly M. Sidik, Ridwan Ahmad Siti Aisyah Siti Aisyah Siti Aisyah Siti Hadianti, Siti Sri Dewi Nirmala Sri Redjeki Sri Widaningsih, Sri Suanah Suanah Suci Nurhayati Sudarso, yos Suhandoko, Astri Dwi Jayanti Suharni Sukara Sumiyaty, Sarry Supri Retnowati Suroyo Suroyo Tatag Yuli Eko Siswono Teguh Prakoso Tita Rosita Tri Sunarsih Tri Wahyuningsih Udan Miharja Yos Sudarso Yoyoh Kurniawati Zainudin Zainudin Zakirman