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Yıl 2020, Cilt: 8 Sayı: 1, 17 - 31, 15.03.2020

Parmin Parmin Antomi Saregar Utama Alan Deta R. Ahmad Zaky El Islami

https://doi.org/10.17478/jegys.647070
Cited By: 8

Öz

Kaynakça

  • Auerbach, A.J.J. & Andrews, T.C. (2018). Pedagogical Knowledge for Active-Learning Instruction in Large Undergraduate Biology Courses: a Large-Scale Qualitative Investigation of Instructor Thinking. International Journal of STEM Education, 5: 19. https://doi.org/10.1186/s40594-018-0112-9.
  • Apedoe, X.S. & Schunn, C.D. (2013). Strategies for Success: Uncovering What Makes Students Successful in Design and Learning. Instructional Science, 41: 773. https://doi.org/10.1007/s11251-012-9251-4.
  • Dare, EA, Ellis, JA, and Roehrig, GH. (2018). Understanding science teachers’ implementations of integrated STEM curricular units through a phenomenological multiple case study. International Journal of STEM Education. 5 (4), pp. 1-19.
  • Fauth, B., Decristan, J., & Rieser, S. (2018). Exploring Teacher Popularity: Associations with Teacher Characteristics and Student Outcomes in Primary School. Social Psychology of Education, 21: 1225. https://doi.org/10.1007/s11218-018-9462-x.
  • González, C. (2012). The Relationship between Approaches to Teaching, Approaches to e-Teaching and Perceptions of the Teaching Situation in Relation to e-Learning Among Higher Education Teachers. Instructional Science, 40: 975. https://doi.org/10.1007/s11251-011-9198-x.
  • Hannover Research. (2011) Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. National Academies Press. NW, Suite 300, P 202.756.2971 F 866.808.6585]. Washington, DC: U.S.
  • Hwang, J., Choi, K.M., & Bae, Y. (2018). Do Teachers’ Instructional Practices Moderate Equity in Mathematical and Scientific Literacy?: an Investigation of the PISA 2012 and 2015. International Journal of Science and Mathematics Education, 16(Suppl 1): 25. https://doi.org/10.1007/s10763-018-9909-8.
  • El Islami, RAZ, Nuangchalerm, P., and Sjaifuddin, S. (2018). Science Process of Environmental Conservation: A Cross National Study of Thai and Indonesian Pre-service Science Teachers. Journal for the Education of Gifted Young Scientist. 6 (4): 72-80.
  • Isozaki, T. (2018). Science Teacher Education in Japan: Past, Present, and Future. Asia-Pacific Science Education, 4: 10. https://doi.org/10.1186/s41029-018-0027-2.
  • Kelley, T.R. & Knowles, J.G. (2016). A Conceptual Framework for Integrated STEM Education. International Journal of STEM Education, 3: 11. https://doi.org/10.1186/s40594-016-0046-z.
  • Kim, M.S. &Keyhani, N. (2019). Understanding STEM Teacher Learning in an Informal Setting: a Case Study of a Novice STEM Teacher. Research and Practice in Technology Enhanced Learning, 14: 9. https://doi.org/10.1186/s41039-019-0103-6.
  • Lederman, N.G. & Lederman, J.S. (2016). What is the Role of Science Teacher Education in Times Such as These?. Journal of Science Teacher Education, 27: 605. https://doi.org/10.1007/s10972-016-9483-2.
  • Li, M., Zheng, C., Liang, JC. (2018). Conceptions, Self-Regulation, and Strategies of Learning Science Among Chinese High School Students. International Journal of Science and Mathematics Education, 16: 69. https://doi.org/10.1007/s10763-016-9766-2.
  • Ma, J. & Zhao, K. (2018). International Student Education in China: Characteristics, Challenges, and Future Trends. Higher Education, 76: 735. https://doi.org/10.1007/s10734-018-0235-4.
  • Margot, K.C. & Kettler, T. (2019). Teachers’ Perception of STEM Integration and Education: a Systematic Literature Review. International Journal of STEM Education, 6: 2. https://doi.org/10.1186/s40594-018-0151-2.
  • Ministry of Education and Culture. (2016). Silabus Mata Pelajaran Sekolah Mengah Pertama/Madrasah Tsanawiyah (SMP/MTs) Mata Pelajaran IPA. Jakarta, Indonesia, Ministry of Education and Culture.
  • Mnguni, L., El Islami, R.A.Z., Hebe, H. et al. Curric Perspect (in Press). https://doi.org/10.1007/s41297-019-00089-x
  • Nordlöf, C., Hallström, J. &Höst, G.E. (2019). Self-Efficacy or Context Dependency?: Exploring Teachers’ Perceptions of and Attitudes Towards Technology Education. International Journal of Technology and Design Education, 29: 123. https://doi.org/10.1007/s10798-017-9431-2.
  • Nuangchalerm, P. and El Islami, RAZ. (2018a). Context of Science on Environmental Conservation: Comparative Study between Thai and Indonesian Novice Science Teachers Students. Jurnal Penelitian dan Pembelajaran IPA. 4 (1): 60-67.
  • Nuangchalerm, P. and El Islami, RAZ. (2018b). Comparative study between Indonesian and Thai Novice Science Teacher Students in Content of Science. Journal for the Education of Gifted Young Scientist. 6 (2): 23-29.
  • Parmin, P, Nuangchalerm, P., and El Islami, RAZ. (2018). Exploring the Indigenous Knowledge of Java North Coast Community (Pantura) Using the Science Integrated Learning (SIL) Model for Science Content Development. Journal for the Education of Gifted Young Scientist. 7(1): 71-83.
  • Pincock, C., Baker, A., &Paseau, A. (2012). Science and Mathematics: the Scope and Limits of Mathematical Fictionalism. Metascience, 21: 269. https://doi.org/10.1007/s11016-011-9640-3.
  • Radloff, J. &Guzey, S. (2016). Investigating Preservice STEM Teacher Conceptions of STEM Education. Journal of Science Education and Technology, 25: 759. https://doi.org/10.1007/s10956-016-9633-5.
  • Ritz, J.M. & Fan, SC. (2015). STEM and Technology Education: International State-of-the-Art. International Journal of Technology and Design Education, 25: 429. https://doi.org/10.1007/s10798-014-9290-z.
  • Ryu, M., Mentzer, N. & Knobloch, N. (2019). Preservice Teachers’ Experiences of STEM Integration: Challenges and Implications for Integrated STEM Teacher Preparation. International Journal of Technology and Design Education, 29: 493. https://doi.org/10.1007/s10798-018-9440-9.
  • Sagala, R., Nuangchalerm, P., Saregar, A., El Islami, R.A.Z. (2019). Environment-friendly education as a solution to against global warming: A case study at Sekolah Alam Lampung, Indonesia. Journal for the Education of Gifted Young Scientist. 7 (2): 85-97.
  • Scaradozzi, D., Screpanti, L., &Cesaretti, L. (2019). Implementation and Assessment Methodologies of Teachers’ Training Courses for STEM Activities. Technology, Knowledge and Learning, 24: 247. https://doi.org/10.1007/s10758-018-9356-1.
  • Shernoff, D.J., Sinha, S., & Bressler, D.M. (2017). Assessing Teacher Education and Professional Development Needs for the Implementation of Integrated Approaches to STEM Education. International Journal of STEM Education, 4: 13. https://doi.org/10.1186/s40594-017-0068-1.
  • Smith, K. & Lindsay, S. (2016). Building Future Directions for Teacher Learning in Science Education. Research in Science Education, 46: 243. https://doi.org/10.1007/s11165-015-9510-x.
  • Tan, AL. (2018). Journey of Science Teacher Education in Singapore: Past, Present and Future. Asia-Pacific Science Education, 4: 1. https://doi.org/10.1186/s41029-017-0018-8.
  • Tao, Y. (2019). Kindergarten Teachers’ Attitudes toward and Confidence fir integrated STEM Education. Journal for STEM Education Research.
  • Tharayil, S., Borrego, M., Prince, M. (2018). Strategies to Mitigate Student Resistance to Active Learning. International Journal of STEM Education, 5: 7. https://doi.org/10.1186/s40594-018-0102-y.
  • Wahono, B. & Chang, C. C. Y. (2019a). Development and Validation of a Survey Instrument (AKA) towards Attitude, Knowledge, and Aplication of STEM. Journal of Baltic Science Education. 18 (1): 63-76.
  • Wahono, B. & Chang, C. C. Y. (2019b). Assessing Teachers’ Attitude, Knowledge, and Aplication (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education. Sustainability. 11 (950): 1-18.
  • Wallen, NE, and Fraenkel, JR. (2013). Educational Research: A Guide To the Process. Abingdon, UK, Taylor and Francis.
  • Williams, D.R., Brule, H., Kelley, S.S. (2018). Science in the Learning Gardens (SciLG): a Study of Students’ Motivation, Achievement, and Science Identity in Low-Income Middle Schools. International Journal of STEM Education, 5: 8. https://doi.org/10.1186/s40594-018-0104-9.
  • Zerihun, Z., Beishuizen, J. & Van Os, W. (2012). Student Learning Experience as Indicator of Teaching Quality. Educational Assessment, Evaluation and Accountability, 24: 99. https://doi.org/10.1007/s11092-011-9140-4.
  • http://istemhouse.fkip.unej.ac.id/international-conference-of-science-technology-engineering-and-mathematics-education/
  • https://miistem.org/
  • http://statistik.data.kemdikbud.go.id/index.php/page/smp

Indonesian Science Teachers’ Views on Attitude, Knowledge, and Application of STEM

Yıl 2020, Cilt: 8 Sayı: 1, 17 - 31, 15.03.2020

Parmin Parmin Antomi Saregar Utama Alan Deta R. Ahmad Zaky El Islami

https://doi.org/10.17478/jegys.647070
Cited By: 8

Öz











This study
aims to describe Indonesian science teachers’ views on STEM attitude, STEM knowledge, and STEM application. The
survey method was used in this study.
Ninety-three Indonesian science teachers at junior
high schools in Indonesia from four of 11 provinces with the
largest number teachers such as Lampung, Banten, Jawa Tengah, and Jawa Timur were surveyed. The instrument in this study consisted of 30 items. The
quantitative analysis was performed to address the level of three domains such
as STEM attitude, STEM knowledge, and STEM application.
The results showed that Indonesian science
teachers’ views are very good on STEM attitude (=4.68), moderate-level
category on STEM application
(=3.99), and low-level
category on STEM knowledge (=3.72).
It can be concluded that Indonesian
science teachers believe that they have very good STEM attitude, moderate-level category on STEM application, and low-level
category on STEM knowledge. These findings recommended to science teachers or science educators in
Indonesia to promote STEM Education in the national curriculum especially in
science subject to improve STEM attitude, STEM knowledge, and STEM application of Indonesian
science teachers.

Anahtar Kelimeler

Indonesian Science Teachers STEM attitude STEM knowledge STEM application

Teşekkür

The authors gratefully acknowledge to all science teachers who become respondents in this research

Kaynakça

  • Auerbach, A.J.J. & Andrews, T.C. (2018). Pedagogical Knowledge for Active-Learning Instruction in Large Undergraduate Biology Courses: a Large-Scale Qualitative Investigation of Instructor Thinking. International Journal of STEM Education, 5: 19. https://doi.org/10.1186/s40594-018-0112-9.
  • Apedoe, X.S. & Schunn, C.D. (2013). Strategies for Success: Uncovering What Makes Students Successful in Design and Learning. Instructional Science, 41: 773. https://doi.org/10.1007/s11251-012-9251-4.
  • Dare, EA, Ellis, JA, and Roehrig, GH. (2018). Understanding science teachers’ implementations of integrated STEM curricular units through a phenomenological multiple case study. International Journal of STEM Education. 5 (4), pp. 1-19.
  • Fauth, B., Decristan, J., & Rieser, S. (2018). Exploring Teacher Popularity: Associations with Teacher Characteristics and Student Outcomes in Primary School. Social Psychology of Education, 21: 1225. https://doi.org/10.1007/s11218-018-9462-x.
  • González, C. (2012). The Relationship between Approaches to Teaching, Approaches to e-Teaching and Perceptions of the Teaching Situation in Relation to e-Learning Among Higher Education Teachers. Instructional Science, 40: 975. https://doi.org/10.1007/s11251-011-9198-x.
  • Hannover Research. (2011) Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. National Academies Press. NW, Suite 300, P 202.756.2971 F 866.808.6585]. Washington, DC: U.S.
  • Hwang, J., Choi, K.M., & Bae, Y. (2018). Do Teachers’ Instructional Practices Moderate Equity in Mathematical and Scientific Literacy?: an Investigation of the PISA 2012 and 2015. International Journal of Science and Mathematics Education, 16(Suppl 1): 25. https://doi.org/10.1007/s10763-018-9909-8.
  • El Islami, RAZ, Nuangchalerm, P., and Sjaifuddin, S. (2018). Science Process of Environmental Conservation: A Cross National Study of Thai and Indonesian Pre-service Science Teachers. Journal for the Education of Gifted Young Scientist. 6 (4): 72-80.
  • Isozaki, T. (2018). Science Teacher Education in Japan: Past, Present, and Future. Asia-Pacific Science Education, 4: 10. https://doi.org/10.1186/s41029-018-0027-2.
  • Kelley, T.R. & Knowles, J.G. (2016). A Conceptual Framework for Integrated STEM Education. International Journal of STEM Education, 3: 11. https://doi.org/10.1186/s40594-016-0046-z.
  • Kim, M.S. &Keyhani, N. (2019). Understanding STEM Teacher Learning in an Informal Setting: a Case Study of a Novice STEM Teacher. Research and Practice in Technology Enhanced Learning, 14: 9. https://doi.org/10.1186/s41039-019-0103-6.
  • Lederman, N.G. & Lederman, J.S. (2016). What is the Role of Science Teacher Education in Times Such as These?. Journal of Science Teacher Education, 27: 605. https://doi.org/10.1007/s10972-016-9483-2.
  • Li, M., Zheng, C., Liang, JC. (2018). Conceptions, Self-Regulation, and Strategies of Learning Science Among Chinese High School Students. International Journal of Science and Mathematics Education, 16: 69. https://doi.org/10.1007/s10763-016-9766-2.
  • Ma, J. & Zhao, K. (2018). International Student Education in China: Characteristics, Challenges, and Future Trends. Higher Education, 76: 735. https://doi.org/10.1007/s10734-018-0235-4.
  • Margot, K.C. & Kettler, T. (2019). Teachers’ Perception of STEM Integration and Education: a Systematic Literature Review. International Journal of STEM Education, 6: 2. https://doi.org/10.1186/s40594-018-0151-2.
  • Ministry of Education and Culture. (2016). Silabus Mata Pelajaran Sekolah Mengah Pertama/Madrasah Tsanawiyah (SMP/MTs) Mata Pelajaran IPA. Jakarta, Indonesia, Ministry of Education and Culture.
  • Mnguni, L., El Islami, R.A.Z., Hebe, H. et al. Curric Perspect (in Press). https://doi.org/10.1007/s41297-019-00089-x
  • Nordlöf, C., Hallström, J. &Höst, G.E. (2019). Self-Efficacy or Context Dependency?: Exploring Teachers’ Perceptions of and Attitudes Towards Technology Education. International Journal of Technology and Design Education, 29: 123. https://doi.org/10.1007/s10798-017-9431-2.
  • Nuangchalerm, P. and El Islami, RAZ. (2018a). Context of Science on Environmental Conservation: Comparative Study between Thai and Indonesian Novice Science Teachers Students. Jurnal Penelitian dan Pembelajaran IPA. 4 (1): 60-67.
  • Nuangchalerm, P. and El Islami, RAZ. (2018b). Comparative study between Indonesian and Thai Novice Science Teacher Students in Content of Science. Journal for the Education of Gifted Young Scientist. 6 (2): 23-29.
  • Parmin, P, Nuangchalerm, P., and El Islami, RAZ. (2018). Exploring the Indigenous Knowledge of Java North Coast Community (Pantura) Using the Science Integrated Learning (SIL) Model for Science Content Development. Journal for the Education of Gifted Young Scientist. 7(1): 71-83.
  • Pincock, C., Baker, A., &Paseau, A. (2012). Science and Mathematics: the Scope and Limits of Mathematical Fictionalism. Metascience, 21: 269. https://doi.org/10.1007/s11016-011-9640-3.
  • Radloff, J. &Guzey, S. (2016). Investigating Preservice STEM Teacher Conceptions of STEM Education. Journal of Science Education and Technology, 25: 759. https://doi.org/10.1007/s10956-016-9633-5.
  • Ritz, J.M. & Fan, SC. (2015). STEM and Technology Education: International State-of-the-Art. International Journal of Technology and Design Education, 25: 429. https://doi.org/10.1007/s10798-014-9290-z.
  • Ryu, M., Mentzer, N. & Knobloch, N. (2019). Preservice Teachers’ Experiences of STEM Integration: Challenges and Implications for Integrated STEM Teacher Preparation. International Journal of Technology and Design Education, 29: 493. https://doi.org/10.1007/s10798-018-9440-9.
  • Sagala, R., Nuangchalerm, P., Saregar, A., El Islami, R.A.Z. (2019). Environment-friendly education as a solution to against global warming: A case study at Sekolah Alam Lampung, Indonesia. Journal for the Education of Gifted Young Scientist. 7 (2): 85-97.
  • Scaradozzi, D., Screpanti, L., &Cesaretti, L. (2019). Implementation and Assessment Methodologies of Teachers’ Training Courses for STEM Activities. Technology, Knowledge and Learning, 24: 247. https://doi.org/10.1007/s10758-018-9356-1.
  • Shernoff, D.J., Sinha, S., & Bressler, D.M. (2017). Assessing Teacher Education and Professional Development Needs for the Implementation of Integrated Approaches to STEM Education. International Journal of STEM Education, 4: 13. https://doi.org/10.1186/s40594-017-0068-1.
  • Smith, K. & Lindsay, S. (2016). Building Future Directions for Teacher Learning in Science Education. Research in Science Education, 46: 243. https://doi.org/10.1007/s11165-015-9510-x.
  • Tan, AL. (2018). Journey of Science Teacher Education in Singapore: Past, Present and Future. Asia-Pacific Science Education, 4: 1. https://doi.org/10.1186/s41029-017-0018-8.
  • Tao, Y. (2019). Kindergarten Teachers’ Attitudes toward and Confidence fir integrated STEM Education. Journal for STEM Education Research.
  • Tharayil, S., Borrego, M., Prince, M. (2018). Strategies to Mitigate Student Resistance to Active Learning. International Journal of STEM Education, 5: 7. https://doi.org/10.1186/s40594-018-0102-y.
  • Wahono, B. & Chang, C. C. Y. (2019a). Development and Validation of a Survey Instrument (AKA) towards Attitude, Knowledge, and Aplication of STEM. Journal of Baltic Science Education. 18 (1): 63-76.
  • Wahono, B. & Chang, C. C. Y. (2019b). Assessing Teachers’ Attitude, Knowledge, and Aplication (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education. Sustainability. 11 (950): 1-18.
  • Wallen, NE, and Fraenkel, JR. (2013). Educational Research: A Guide To the Process. Abingdon, UK, Taylor and Francis.
  • Williams, D.R., Brule, H., Kelley, S.S. (2018). Science in the Learning Gardens (SciLG): a Study of Students’ Motivation, Achievement, and Science Identity in Low-Income Middle Schools. International Journal of STEM Education, 5: 8. https://doi.org/10.1186/s40594-018-0104-9.
  • Zerihun, Z., Beishuizen, J. & Van Os, W. (2012). Student Learning Experience as Indicator of Teaching Quality. Educational Assessment, Evaluation and Accountability, 24: 99. https://doi.org/10.1007/s11092-011-9140-4.
  • http://istemhouse.fkip.unej.ac.id/international-conference-of-science-technology-engineering-and-mathematics-education/
  • https://miistem.org/
  • http://statistik.data.kemdikbud.go.id/index.php/page/smp
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm STEM Education
Yazarlar

Parmin Parmin 0000-0002-8473-2270

Antomi Saregar 0000-0002-2652-1694

Utama Alan Deta Bu kişi benim 0000-0002-2652-1694

R. Ahmad Zaky El Islami 0000-0002-5730-7658

Yayımlanma Tarihi 15 Mart 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 8 Sayı: 1

Kaynak Göster

APA Parmin, P., Saregar, A., Deta, U. A., El Islami, R. A. Z. (2020). Indonesian Science Teachers’ Views on Attitude, Knowledge, and Application of STEM. Journal for the Education of Gifted Young Scientists, 8(1), 17-31. https://doi.org/10.17478/jegys.647070
AMA Parmin P, Saregar A, Deta UA, El Islami RAZ. Indonesian Science Teachers’ Views on Attitude, Knowledge, and Application of STEM. JEGYS. Mart 2020;8(1):17-31. doi:10.17478/jegys.647070
Chicago Parmin, Parmin, Antomi Saregar, Utama Alan Deta, ve R. Ahmad Zaky El Islami. “Indonesian Science Teachers’ Views on Attitude, Knowledge, and Application of STEM”. Journal for the Education of Gifted Young Scientists 8, sy. 1 (Mart 2020): 17-31. https://doi.org/10.17478/jegys.647070.
EndNote Parmin P, Saregar A, Deta UA, El Islami RAZ (01 Mart 2020) Indonesian Science Teachers’ Views on Attitude, Knowledge, and Application of STEM. Journal for the Education of Gifted Young Scientists 8 1 17–31.
IEEE P. Parmin, A. Saregar, U. A. Deta, ve R. A. Z. El Islami, “Indonesian Science Teachers’ Views on Attitude, Knowledge, and Application of STEM”, JEGYS, c. 8, sy. 1, ss. 17–31, 2020, doi: 10.17478/jegys.647070.
ISNAD Parmin, Parmin vd. “Indonesian Science Teachers’ Views on Attitude, Knowledge, and Application of STEM”. Journal for the Education of Gifted Young Scientists 8/1 (Mart 2020), 17-31. https://doi.org/10.17478/jegys.647070.
JAMA Parmin P, Saregar A, Deta UA, El Islami RAZ. Indonesian Science Teachers’ Views on Attitude, Knowledge, and Application of STEM. JEGYS. 2020;8:17–31.
MLA Parmin, Parmin vd. “Indonesian Science Teachers’ Views on Attitude, Knowledge, and Application of STEM”. Journal for the Education of Gifted Young Scientists, c. 8, sy. 1, 2020, ss. 17-31, doi:10.17478/jegys.647070.
Vancouver Parmin P, Saregar A, Deta UA, El Islami RAZ. Indonesian Science Teachers’ Views on Attitude, Knowledge, and Application of STEM. JEGYS. 2020;8(1):17-31.

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