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All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Jauhari, Muhammad Tantawi
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Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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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

Abstract

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

Abstract

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.
Co-Authors A Wahab Jufri Adisan, Adisan Agil Al Idrus, Agil Al Al-Qoyyim, Thufail Mujaddid Amanah, Prelia Dwi Astuti, Dini Baqy, Inayatil Damayanti, Isniwana Fitratunisyah, Fitratunisyah Kurniawan, Wardi MAHARANI, APRILIA Mujriati, Annisa Muliati, Eka Utari, Wiwin Melia