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Science Teachers Perceptions of the Nature of Science (NOS) and the Nature of Scientific Inquiry (NOSI) Al-Qoyyim, Thufail Mujaddid; Amanah, Prelia Dwi; Muliati, Eka; Fitratunisyah, Fitratunisyah; Jauhari, Muhammad Tantawi; Jufri, A Wahab
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 3 (2025): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i3.936

This study aims to analyze science teachers' perceptions of the Nature of Science (NOS) and Nature of Scientific Inquiry (NOSI), including their understanding of the nature of scientific knowledge, the scientific method, and the challenges in its implementation in the classroom. A survey method was employed, involving 61 science teachers from various educational levels. The findings reveal that 59% of teachers agreed and 34.4% strongly agreed that they understand the nature of science and apply it in their teaching. Additionally, 65.6% agreed and 26.2% strongly agreed that scientific knowledge is tentative and continually evolving. Regarding the scientific method, 49.2% agreed and 44.2% strongly agreed that science is based on empirical evidence and can be tested. However, despite a general understanding of the importance of inquiry-based approaches, 47.5% disagreed and 14.8% strongly disagreed with the effectiveness of the inquiry model in science education, indicating significant challenges in its implementation. Factors such as limited facilities, time constraints, and students' readiness were identified as key obstacles to the optimal integration of NOS and NOSI. Therefore, enhanced teacher training, infrastructure support, and more adaptable teaching strategies are essential to ensure the effective implementation of NOS and NOSI in science education.

Implementasi Manajemen dan Supervisi SD SMP di Kecamatan Suralaga Lombok Timur: Studi Kasus Penilaian Kinerja Kurniawan, Wardi; Adisan, Adisan; Mujriati, Annisa; Maharani, Aprilia; Astuti, Dini; Baqy, Inayatil; Damayanti, Isniwana; Jauhari, Muhammad Tantawi; Al-Qoyyim, Thufail Mujaddid; Utari, Wiwin Melia; Idrus, Agil Al
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 4 (2025): November
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i4.1123

This study aims to describe the implementation of school principal management and supervision, as well as their relationship to teacher performance appraisal at the elementary and junior high school levels in Suralaga District, East Lombok. The study employed a qualitative approach with a case study design involving 14 elementary schools as research subjects. Data were collected through interviews, observations, and documentation reviews, then analyzed thematically and supported by quantitative data from education reports. The findings indicate that the management and supervision practices of school principals have a significant influence on improving the quality of learning, particularly in aspects of literacy, numeracy, student character, and teacher professionalism. Schools with strong management practices demonstrated higher education report achievements, whereas schools with weak supervision tended to remain stagnant in learning quality. The study also found that the main weaknesses lie in learning reflection, innovation, and data-based decision-making. Therefore, principal and teacher performance assessments need to be followed up with coaching programs and needs-based training. It is recommended that school supervisors and the Education Office design sustainable and adaptive interventions by strengthening data-driven leadership capacity and empowering high-performing schools as models of best practice. This study emphasizes the importance of systematic, reflective academic supervision oriented toward equitable educational quality improvement.

Exploring Junior High School Science Teachers' Perceptions of Science Scientists, Science Subjects, NOS, and NOSI AMANAH, PRELIA DWI; Handriani, Lia Saptini; Al-Qoyyim, Thufail Mujaddid; Fitratunisyah; Muliati, Eka; Jauhari, Muhammad Tantawi; Jufri, A Wahab
International Journal of Contextual Science Education Vol. 3 No. 3 (2025): July - September 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i3.985

This research aims to explore junior high school science teachers' perceptions of scientists, science subjects, the nature of science (NOS), and the nature of scientific inquiry (NOSI). Using a quantitative descriptive approach, this research involved 61 junior high school science teachers from various regions in Indonesia. A research instrument was developed, which included needs analysis, instrument design, instrument development, and instrument evaluation. The research results show that junior high school science teachers have mixed perceptions of scientists, with the majority recognizing the important role of scientists in the advancement of science and technology. However, there is a diversity of views regarding the physical and demographic characteristics of scientists. Regarding science subjects, teachers tend to have a positive perception of science's ability to develop students' critical and creative thinking skills. Teachers' perceptions of NOS show that most teachers understand the tentative nature of scientific knowledge and the importance of empirical evidence in science. Meanwhile, perceptions of NOSI show that teachers understand that scientific inquiry starts from curiosity about the natural environment, although there are variations in their beliefs regarding the effectiveness of inquiry models in learning. These findings emphasize the importance of ongoing professional development for teachers to increase their understanding of NOS and NOSI, as well as improve the quality of science learning in secondary schools.

Junior High School Science Teachers' Perceptions of Science Scientists, Science Subjects, NOS, and NOSI AMANAH, PRELIA DWI; Al-Qoyyim, Thufail Mujaddid; Muliati, Eka; Fitratunisyah; Jauhari, Muhammad Tantawi; Jufri, A Wahab
International Journal of Contextual Science Education Vol. 3 No. 3 (2025): July - September 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i3.986

Scientists play a crucial role in the advancement of science and technology; however, public perceptions of them are still influenced by various stereotypes and limited understanding. Science teachers, as educators who shape students' perceptions of scientists, hold views that can influence how science is taught and understood in schools. This study aims to analyze science teachers' perceptions of scientists, covering aspects such as the image of scientists, trust in the scientific method, scientists' relationship with society and education, their relevance to religious and cultural values, and the attractiveness of the scientist profession. The study employed a survey method involving 61 science teachers from various schools in Indonesia. The findings indicate that while most respondents have high confidence in scientists and the scientific method, there remains a gap in the representation of contemporary scientists in education and media. Additionally, scientists are still perceived as having limited involvement in formal education and public communication. Although the scientist profession is regarded as appealing, challenges such as gender stereotypes and the exclusivity of science continue to be barriers. Therefore, more inclusive strategies in science education and communication are needed to strengthen the role of scientists in society.

From Conservation to Regeneration: A Paradigm Shift in Seagrass-Ecotourism Management and Innovation Opportunities for Indonesia : Dari Konservasi ke Regenerasi: Pergeseran Paradigma dalam Pengelolaan Ekowisata Padang Lamun dan Peluang Inovasi bagi Indonesia Jauhari, Muhammad Tantawi
Indonesian Journal of Tropical Biology Vol. 1 No. 3 (2025): December 2025
Publisher : Yayasan Siti Widhatul Faeha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijtb.v1i3.186

Seagrass meadows are among the most productive coastal ecosystems, yet they are estimated to experience annual losses of approximately 7% due to ongoing conflicts between conservation objectives and local livelihood needs. This study maps the evolution of seagrass–ecotourism research from 2016 to 2025 and proposes a regenerative tourism framework tailored to the Indonesian context. A hybrid bibliometric analysis of 235 scientific publications was conducted, complemented by a Systematic Literature Review (SLR) of 27 key articles selected for relevance and methodological rigor. Knowledge structures and thematic clusters were visualized to identify dominant research trends and gaps. The results reveal a paradigm shift from ecology-centered studies toward integrated socio-economic and governance-oriented approaches. Indonesia contributes 41% of global research output, highlighting its role as a major seagrass hotspot and living laboratory for conservation-based tourism. Empirical evidence shows that integrating Regional Public Service Agency (BLUD) governance with Blue Carbon financing mechanisms, as observed in Raja Ampat, has strengthened financial support for seagrass conservation and restoration. Overall, the findings indicate a transition from passive conservation to regenerative management, where ecotourism serves as a strategic financing engine for ecosystem recovery. Integrating Indigenous and Local Knowledge (ILK) with carbon trading schemes is crucial to ensure long-term sustainability and resilience of seagrass ecosystems in the Anthropocene

From Conservation to Regeneration: A Paradigm Shift in Seagrass-Ecotourism Management and Innovation Opportunities for Indonesia : Dari Konservasi ke Regenerasi: Pergeseran Paradigma dalam Pengelolaan Ekowisata Padang Lamun dan Peluang Inovasi bagi Indonesia Jauhari, Muhammad Tantawi
Indonesian Journal of Tropical Biology Vol. 1 No. 3 (2025): December 2025
Publisher : Yayasan Siti Widhatul Faeha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijtb.v1i3.186

Seagrass meadows are among the most productive coastal ecosystems, yet they are estimated to experience annual losses of approximately 7% due to ongoing conflicts between conservation objectives and local livelihood needs. This study maps the evolution of seagrass–ecotourism research from 2016 to 2025 and proposes a regenerative tourism framework tailored to the Indonesian context. A hybrid bibliometric analysis of 235 scientific publications was conducted, complemented by a Systematic Literature Review (SLR) of 27 key articles selected for relevance and methodological rigor. Knowledge structures and thematic clusters were visualized to identify dominant research trends and gaps. The results reveal a paradigm shift from ecology-centered studies toward integrated socio-economic and governance-oriented approaches. Indonesia contributes 41% of global research output, highlighting its role as a major seagrass hotspot and living laboratory for conservation-based tourism. Empirical evidence shows that integrating Regional Public Service Agency (BLUD) governance with Blue Carbon financing mechanisms, as observed in Raja Ampat, has strengthened financial support for seagrass conservation and restoration. Overall, the findings indicate a transition from passive conservation to regenerative management, where ecotourism serves as a strategic financing engine for ecosystem recovery. Integrating Indigenous and Local Knowledge (ILK) with carbon trading schemes is crucial to ensure long-term sustainability and resilience of seagrass ecosystems in the Anthropocene

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