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All Journal Jurnal Mirai Management Pendas : Jurnah Ilmiah Pendidikan Dasar SEIKO : Journal of Management & Business Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Ilmiah Wahana Pendidikan Jurnal Sistem Informasi, Teknik Informatika dan Teknologi Pendidikan (JUSTIKPEN) International Journal of Information Techonology and Education (IJITE) Indonesian Research Journal on Education Indo Green Journal Indo Green Journal
Komedien, Brianne E.J.
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From Curriculum Integration to Classroom Practice: Assessing Primary School Teachers’ Competence and Challenges in Contextual IPAS Learning Brianne Eucleysia Jo Komedien; Deane Umboh; Jeane Kalengkongan
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.22011

Abstract

This study aims to assess primary school teachers’ competencies in managing contextual IPAS (Integrated Science and Social Studies) learning and to identify the major challenges affecting its implementation in Tomohon City, Indonesia. A mixed-methods approach was employed, combining quantitative data from a structured questionnaire with qualitative data from classroom observations and semi-structured interviews. The participants comprised 40 primary school teachers from ten public schools selected through purposive sampling. The questionnaire consisted of 15 Likert-scale items covering three competency dimensions: science laboratory management, environment-based learning media management, and science content contextualization. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The results showed that only 45% of the teachers demonstrated good to excellent competence in managing contextual science learning, whereas 55% demonstrated moderate to low competence. The overall mean competency score was 58%, indicating a moderate level of competence. Among the three dimensions, science laboratory management received the lowest score (52.4%), followed by environment-based learning media management (58.7%) and science content contextualization (63.1%). Teachers reported persistent challenges in organizing practical science activities, developing contextual learning media, and integrating local environmental resources into inquiry-based instruction. This diagnostic profile addresses a gap in the literature by providing a detailed account of teachers’ competencies in managing contextual science learning across three integrated dimensions. The findings provide an evidence-based foundation for curriculum developers and policymakers in Indonesia and other developing countries to design targeted professional development programs and support strategies. Such initiatives may strengthen contextual science education reform and support the effective implementation of the Merdeka Curriculum in primary schools.
Co-Authors Arie Frits Kawulur Deane Umboh Fransiska R. Korompis Giebrilien Giebrilien Henny N. Tambingon Hetty J Tumurang jeane kalengkongan Jeanne M. Mangangantung Jeffry Sony Junus Lengkong Joulanda A. M. Rawis Juliana K. Tagupia Juliana Margareta Sumilat Klara Virjinia Tatontong Liando, Maxie Albert Jacob Lihart Lumapow Lolombulan, Gloria Loudia Tumbelaka, Sherina Mamuaya, Gloria Mangantes , Meisie L Manoppo, Jenelyn Devinda Merlin I. Penteno Mozes Y. Legi Potabuga, Fitria K. Richard Daniel Herdy Pangkey Rimna E. Br Barus RISAL M. MERENTEK Rotty, Viktory Nicodemus Joufree Sinaga, Lydia Widdy Rorimpandey Youlanda A. M. Rawis