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All Journal POLYGLOT Ideguru: Jurnal Karya Ilmiah Guru
Bertha Natalina Silitonga
Universitas Pelita Harapan, Tangerang, Banten
Education Other

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SCIENCE TEACHING AND LEARNING THROUGH KATH MURDOCH’S INQUIRY CYCLE: A CASE STUDY ON PRESERVICE PRIMARY TEACHERS Bertha Natalina Silitonga; Wiyun Tangkin
Polyglot Vol 19, No 2 (2023): JULY
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v19i2.6939

Abstract

Abstract Many studies on inquiry focus on the effect of inquiry learning on students' learning abilities and science skills. However, research focusing on the learning experience and teaching skills of preservice teachers based on inquiry is still lacking. The practices that a preservice teacher undertakes in his/her teaching years are strongly influenced by his/her learning experience in teacher education. The inquiry learning experienced by preservice teachers while in college will later affect inquiry-based teaching practiced in schools. This qualitative research aims to describe inquiry practices conducted by pre-service teachers. The sample of the study was 33 preservice primary teachers who took the second-year science content course named Integrated Science for Primary.  There are two questions that will be the focus of this research: 1) How does Kath Murdoch’s Inquiry Cycle help preservice teachers experience significant learning? 2) How does an inquiry cycle help preservice teachers design Inquiry-based Science Lesson Plan? This study shows that learning through Kath Murdoch’s inquiry cycle is found as an interesting and useful approach for preservice teachers to understand how scientific processes are integrated into their experiment designs. Also, an inquiry cycle used in guided practices (including metacognitive prompts, reflections, and group discussion) could provide preservice teachers with the necessary skills to develop an inquiry-based teaching plan. Yet, this does not guarantee that preservice teachers would successfully facilitate inquiry in a real classroom setting. Bahasa Indonesia AbstrakBanyak penelitian tentang inkuiri berfokus pada pengaruh pembelajaran inkuiri terhadap kemampuan belajar siswa dan keterampilan sains. Namun, penelitian yang berfokus pada pengalaman belajar dan keterampilan mengajar calon guru yang berbasis inkuiri masih sedikit. Praktik yang dilakukan seorang calon guru di tahun-tahun mengajarnya sangat dipengaruhi oleh pengalaman belajarnya selama di pendidikan keguruan. Pembelajaran inkuiri yang dialami oleh calon guru selama di bangku kuliah nantinya akan mempengaruhi pengajaran berbasis inkuiri yang dipraktikkan di sekolah. Penelitian kualitatif ini bertujuan untuk mendeskripsikan praktik inkuiri yang dilakukan oleh calon guru. Sampel penelitian adalah 33 calon guru SD yang mengambil mata kuliah konten sains tahun kedua yaitu IPA Terpadu untuk Sekolah Dasar. Ada dua pertanyaan yang akan menjadi fokus penelitian ini: 1) Bagaimana Siklus Inkuiri Kath Murdoch membantu calon guru mengalami pembelajaran yang signifikan?; 2) Bagaimana siklus inkuiri membantu calon guru merancang Rencana Pembelajaran IPA berbasis Inkuiri? Studi ini menunjukkan bahwa pembelajaran melalui siklus Kath Murdoch adalah pendekatan yang menarik dan berguna bagi calon guru untuk memahami bagaimana proses ilmiah diintegrasikan ke dalam rancangan eksperimen. Juga, siklus inkuiri yang digunakan dalam praktik terbimbing (termasuk petunjuk metakognitif, refleksi, dan diskusi kelompok) dapat memperlengkapi calon guru dengan keterampilan yang diperlukan untuk mengembangkan rencana pengajaran berbasis inkuiri. Namun, ini tidak menjamin bahwa kelak calon guru tersebut akan berhasil memfasilitasi praktik inkuiri di kelas nyata.
Gambaran Pembelajaran Berbasis Developmentally Appropriate Practice (DAP) di Sekolah Dasar Ganda Sari; Bertha Natalina Silitonga
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 1 (2024): Edisi Januari 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i1.849

Abstract

Learners are people who try to develop themselves through the education process. In the future they are the next generation of the nation who will run the Government as leaders. Therefore, the main focus of classroom teaching should be to help students develop and learn according to their development. The purpose of this study is to provide an overview of Developmentally Appropriate Practices (DAP) based learning in one of the public primary schools in Binong, Tangerang. To capture the learning, two indicators were used, namely teachers' beliefs about learners and learning practices in the classroom. The research method used a case study focusing on grade 1 with the subject of the homeroom teacher. The instruments used are questionnaires, interview guides, checklists and observation sheets for DAP-based classroom activities. The results showed that there is a congruence between teachers' beliefs about students and the principles of DAP, but in practice, teachers have not been optimal in practising DAP in the learning process. Suggestions for teachers are the need to improve their processional competence as teachers to seek knowledge about the characteristics of child development, teaching approaches or methods that are appropriate to the context, etc. Suggestions for schools are to provide adequate facilities for both teachers and students, provide guidance for and also activate the role of supervisors in schools.
Co-Authors Ganda Sari Wiyun Tangkin